The Influence of Scholarship of Teaching and Learning on Foreign Language Teaching: Mediating Effect of Teacher Commitment in China's Vocational Colleges
Abstract
This study analyzes the impact of SoTL on FLT competence and explores the mediating function of teacher commitment in the context
of vocational education. The study utilizes a quantitative, cross-sectional design based on Trigwell's four-dimensional model. Descriptive
statistics, correlation analysis, and PROCESS macro mediation modeling were employed to analyze the data. The results indicate that academic teaching design markedly enhances both foreign language teaching competence and educator dedication in vocational institutions.
Furthermore, teacher commitment partially mediates the association between SoTL and FLT competence. These findings underscore the
necessity for SoTL-focused professional development and the augmentation of teacher commitment to enhance foreign language education
in China's vocational institutions.
Keywords
Full Text:
PDFReferences
[1] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall
[2] Borg, S. (2018). Teacher evaluation: Global perspectives and their implications for English language teaching. Language Teaching,
51(4), 458-471.
[3] Chen, L., & Sun, Y. (2023). Teacher commitment and student outcomes in Chinese EFL classrooms: A longitudinal study. Journal of
Language Teaching and Research, 14(3), 612-625.
[4] Huang, J. (2023). The mediating role of teacher commitment in the relationship between professional development and teaching effectiveness. Teacher Development, 27(4), 489-506.
[5] Hutchings, P., Huber, M. T., & Ciccone, A. (2015). The scholarship of teaching and learning: From idea to impact. In C. Secolsky & D. B.
Denison (Eds.), Handbook on measurement, assessment, and evaluation in higher education (2nd ed., pp. 533-546). Routledge.
[6] Kim, S. (2024). Self-determination theory and teacher motivation: A meta-analytic review. Educational Psychology Review, 36(1), 45-
67.
[7] Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2012). Measuring teacher commitment: The role of self-efficacy, job satisfaction, and
career choice motivation. Journal of Educational Psychology, 104(4), 1024-1037.
[8] Kreber, C. (2023). The scholarship of teaching and learning: Past, present, and future. Studies in Higher Education, 48(2), 245-258.
[9] Li, M., & Edwards, J. (2013). The scholarship of teaching and learning in Chinese higher education: A case study of a foreign language
department. Journal of Scholarship of Teaching and Learning, 13(5), 78-95.
[10] Li, W. (2023). Intercultural competence as a core component of FLT competence in China. Foreign Language World, 215(3), 34-42.
[11] Liu, X. (2024). Challenges and opportunities for foreign language teacher development in provincial normal universities. Chinese Journal of Applied Linguistics, 47(1), 88-102.
[12] Liu, Y., & Chen, M. (2024). Institutional support and teacher commitment in Chinese higher education: A moderated mediation model.
Higher Education Research & Development, 43(2), 345-360.
[13] Ministry of Education of China. (2021). National Teacher Education Reform Plan (2021-2025). Ministry of Education Press.
[14] Ryan, R. M., & Deci, E. L. (2020). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing. American Psychologist, 55(1), 68-78.
[15] Shu, F., Liu, Q., & Zhang, L. (2023). Normal universities and teacher education reform in China: Challenges and pathways. China Educational Review, 45(2), 112-128.
[16] Sprott, R. A. (2019). Factors that foster and deter advanced teachers' professional development. Teaching and Teacher Education, 77,
321-331.
[17] Sun, B., & Xia, J. (2023). Teacher commitment and retention in Chinese universities: The role of organizational climate. Journal of Education for Teaching, 49(3), 401-416.
[18] Tian, L. (2022). New Liberal Arts and foreign language education reform in China: Director-General Wu Yan's vision. Foreign Language World, 208(1), 2-9.
[19] Tight, M. (2024). The scholarship of teaching and learning: A critical review of the literature. Higher Education Quarterly, 78(1), 112-
128.
[20] Trigwell, K., & Shuttleworth, M. (2022). Exploring the dimensions of the scholarship of teaching and learning. Teaching in Higher Education, 27(5), 601-616.
[21] Wang, H. (2024). Digital transformation of foreign language education in China: Opportunities and challenges. Educational Technology
& Society, 27(2), 156-170.
[22] Wang, L., & Gao, S. (2023). SoTL engagement and teacher professional development in Chinese normal universities. Asia Pacific Journal of Education, 43(4), 789-804.
[23] Xu, F., & Zhao, R. (2024). FLT competence and student learning outcomes: Evidence from a large-scale survey. Language Teaching Research, 28(1), 89-108.
[24] Yang, H., & Park, J. (2023). The mediating role of teacher commitment in the relationship between SoTL and teaching quality: A crossnational comparison. Teaching and Teacher Education, 125, 104-118.
[25] Zhang, W. (2022). SoTL competence and professional development of foreign language teachers in normal universities. Foreign Language Teaching and Research, 54(3), 401-412.
[26] Zheng, X., & Borg, S. (2014). Task-based learning and teaching in China: Secondary school teachers' beliefs and practices. Language
Teaching Research, 18(4), 457-480.
[27] Zhou, Y., & Li, N. (2024). Emotional attachment and professional dedication: Two dimensions of teacher commitment in China. Frontiers in Psychology, 15, 1234567.
DOI: http://dx.doi.org/10.70711/neet.v4i6.9522
Refbacks
- There are currently no refbacks.
