The Role of EFL Teachers’ Support and Students’ Motivation in Learning and Classroom Performance: A Literature Review
DOI: https://doie.org/10.0905/Fls.2024164338
Authors:Lou Minfang, Ali Sorayyaei Azar, Ooi Boon Keat
Keywords:
EFL Teacher’s support, EFL Student's Motivation, Classroom Learning, EFL Student's performance
Abstract:
Various aspects of teacher support combined with EFL students’ motivation form the basis of EFL students’ performance. However, China has also conducted several studies on language learners' classroom performance in the past 20 years, but most of these studies are limited to universities or colleges, focusing on adult English learners such as graduate students and undergraduates. There are relatively few studies on middle school students, let alone further exploring the relationship between their classroom performance and foreign language performance. They also do not elaborate on the specific application of classroom performance in practical teaching, which needs to motivate schools and teachers to pay attention to students' English classroom performance and provide more empirical support for foreign language learning theory. This study mainly explores the impact of teacher support on EFL students' performance in English, mediated by EFL learning motivation, and the purpose of this paper is to identify and analyze empirical articles on the impact of teacher support on EFL students' performance in English from 2014 to 2024. Literature was collected using online databases such as Google Scholar, ERIC, Web of Science, and ProQuest. By using the methods of inductive analysis and narrative synthesis to analyze the articles, three conclusions can be drawn: (1) It has been confirmed that the three dimensions of teacher support and internal and external EFL Student's Motivation have a positive impact on EFL students' performance, cognitive performance and behavioral performance, but the impact of teachers' emotional support and internal EFL Student's Motivation seems to be more concerned than the impact of teachers' ability support, learning support and external EFL Student's Motivation. (2) Most of the studies were conducted in a few countries and universities or colleges, Indonesia, Iran, and the studies mainly involved the various dimensions of teacher support, internal and external EFL Student's Motivation, and other dimensions of classroom performance. When it comes to micro-items related to classroom performance, including interrupting teachers, taking notes, etc., the research has not been carried out in depth, so the background of the research should be expanded to schools in other places and countries and other dimensions of variables, including English teachers and EFL Student's Motivation in Learning in more schools, and investigating EFL students' classroom performance from a micro level to enrich and develop classroom performance in the field of foreign language acquisition.
(3) In the future, researchers should encourage schools and teachers to pay more attention to students' English classroom performance. By discovering the impact of teacher support and EFL Student's Motivation in Learning on English students' performance, they are encouraged to establish a harmonious and efficient middle school classroom atmosphere. The explanatory mechanism needs to be more creative and innovative under the support of new theoretical foundations.
