“Crossing the Rubicon”: Understanding Chinese EFL students’ volitional process underlying in-class participation with the theory of planned behaviour
Document Type
Article
Publication Date
5-19-2017
Abstract
An extended model based on the theory of planned behaviour (TPB) was used to study Chinese English as a foreign language (EFL) students’ in-class participation. The model included the core TPB constructs (behavioural intentions, attitudes, subjective norms, and perceived behavioural control/self-efficacy) and 2 additional constructs (foreign language classroom anxiety and face-saving) frequently discussed in the literature about Chinese EFL classroom dynamics. A total of 199 Chinese students enrolled in a Sino-American international branch campus were surveyed. The results of a partial least squares (PLS) path modelling analysis revealed that attitudes, subjective norms, perceived behavioural control/self-efficacy, and face-saving explained 46% of the variance in intentions to participate in English in class. Perceived behavioural control/self-efficacy fully mediated the negative indirect effect of foreign language classroom anxiety on intentions. Pedagogical implications and future directions are discussed for implementation purposes.
Publication Title
Educational Research and Evaluation
First Page Number
119
Last Page Number
137
DOI
10.1080/13803611.2017.1398668
Recommended Citation
Girardelli, Davide; Patel, Vijay K.; and Martins-Shannon, Janine, "“Crossing the Rubicon”: Understanding Chinese EFL students’ volitional process underlying in-class participation with the theory of planned behaviour" (2017). Kean Publications. 1616.
https://digitalcommons.kean.edu/keanpublications/1616