Perceived teacher support on junior high school students’ emotional engagement in english class: based on a structural equation modeling analysis

Perceived teacher support on junior high school students’ emotional engagement in english class: based on a structural equation modeling analysis | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Perceived teacher support on junior high school students’ emotional engagement in english class: based on a structural equation modeling analysis Yukai Wei, Xinyi Wang This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8228872/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 15 You are reading this latest preprint version Abstract This study investigates the mechanisms through which perceived teacher support influences emotional engagement in Chinese junior high school English classrooms under the 2022 English Curriculum Standards. Using structural equation modeling (SEM) with a sample of 1,014 students, the research examines the mediating roles of four skill-specific foreign language anxieties (listening, speaking, reading, and writing). Teacher support enhances emotional engagement (β = 0.740) and reduces reading (β = 0.090) and writing anxiety (β = 0.145). Anxiety reduction predicts decreases in listening (β = 0.598) and speaking anxiety (β = 0.653). Writing anxiety reduction lowers speaking anxiety (β = 0.433). Surprisingly, listening anxiety reduction negatively impacts emotional engagement (β=-0.108), suggesting complex affective dynamics in input-based learning. The study extends Krashen's Affective Filter Hypothesis by demonstrating multidimensional support mechanisms and skill-specific anxiety pathways. Key practical implications include the need for differentiated pedagogical strategies addressing distinct anxiety types. Findings align with China's educational reforms emphasizing core competencies and affective dimensions in language learning. Perceived Teacher Support Emotional Engagement Foreign Language Anxiety Foreign Language Skill-Specific Anxiety Figures Figure 1 1. Introduction 1.1 Policy background The Compulsory Education’s English Curriculum Standards (2022 Edition) (Ministry of Education, 2022) mark a paradigm shift in junior high English education in China, emphasizing core competencies through integrated skill development. These include language proficiency, cultural awareness, cognitive capacity, and lifelong learning, with heightened expectations for productive skills: writing and reading criteria have expanded significantly, demanding advanced analytical and communicative abilities. While aligned with global trends, these reforms intensify academic pressure for adolescents undergoing physiological and socio-emotional changes, increasing susceptibility to academic stress. During teaching internships, I observed a clear paradox: the curriculum’s push for autonomous learning contrasts with visible student anxiety during language production tasks. Many exhibit hesitation in speaking and paralysis in writing, consistent with foreign language anxiety (Dewaele & Li, 2022 ). Contributing factors include frequent high-stakes assessments, emphasis on grammatical accuracy, and social comparison during presentations. These anxiety patterns correlate with disengagement like reduced participation and off-task behavior, highlighting a tension between curricular goals and students’ affective barriers. Teacher support is advocated by the Standards as a key mitigator, essential for creating supportive, student-centered environments. Evidence shows its positive role in promoting engagement across contexts (Luan et al., 2023 ; Wang et al., 2017 ). Importantly, emotional engagement is particularly responsive to teacher support, as shown in subjects like mathematics and language learning. However, critical gaps remain. Most studies address general anxiety or tertiary learners, overlooking adolescents’ developmental and curricular challenges. Moreover, few differentiate how skill-specific anxieties (listening, speaking, reading, writing) distinctly mediate teacher support’s effect on engagement. The interaction between curriculum-induced pressure and teacher support remains under-explored. This study addresses these gaps by theorizing skill-specific anxieties as separate mediators and teacher support as a multidimensional antecedent, in line with the 2022 Curriculum. Using structural equation modeling, it examines how these anxieties mediate the support–engagement relationship within China’s reformed EFL context, offering practical insights for policy and pedagogy aligned with national standards and adolescent needs. 1.2 Research Purpose This study aims to elucidate the mechanisms through which teacher support influences emotional engagement in middle school English classrooms under the New Curriculum Standards, with specific objectives to: Investigate both direct effects of teacher support on emotional engagement and indirect effects mediated through language skill anxiety reduction. Establish a dynamic framework of teacher support-skill anxiety-emotional engagement interactions through structural equation modeling, enriching the Affective Filter Hypothesis Provide evidence-based strategies for differentiated instruction and anxiety intervention aligned with curriculum reform requirements. 1.3 Research Significance This study offers significant theoretical and practical contributions. Theoretically, it refines frameworks of language anxiety and engagement, and extends Krashen’s Affective Filter Hypothesis by examining how teacher support mitigates skill-specific anxieties (listening, speaking, reading, writing). Practically, it provides teachers with strategies to address anxieties and supports policymakers in aligning with the Compulsory Education’s English Curriculum Standards (2022 Edition) (Ministry of Education, 2022), fostering classrooms that integrate emotional well-being with academic development. 1.4 Research Questions Does perceived teacher support affect emotional engagement through the foreign language anxiety reduction? Will different types of foreign language anxiety reduction influence each other? What is the pathway of this effect? 2. Literature review 2.1 Perceived Teacher Support Perceived teacher support plays a critical role in adolescents' academic performance and emotional well-being. As a key component of social support, it encompasses students' interpretations of teachers' behaviors, including emotional, instructional, and autonomy support (Szumski & Karwowski, 2019 ). Social support theory posits that teacher support provides academic assistance and psychological counseling, fostering positive academic outcomes. Self-determination theory (SDT) further highlights that perceived teacher support satisfies students' psychological needs for autonomy, competence, and relatedness, enhancing intrinsic motivation and engagement (Lei et al., 2018 ). Research demonstrates that perceived teacher support influences diverse student outcomes. Harsh teacher discipline reduces perceived support and increases bullying victimization. Derakhshan and Fathi ( 2024 ) linked teacher support to improved psychological well-being, mediated by self-regulation. Hoi and Mu ( 2021 ) emphasized its role in facilitating Mobile-Assisted Language Learning (MALL) adoption. Kikas and Tang ( 2019 ) showed emotional support boosts task persistence. Liu et al. (2023) categorized teacher support into academic, instrumental, and emotional dimensions, noting emotional support's centrality in language learning. Teacher support interacts with self-efficacy to enhance math skills, particularly for struggling students. Emotional support effects self-efficacy and academic effort (Ren et al., 2022 ). Collectively, these studies reveal teacher support's multifaceted effects but call for longitudinal and cross-cultural research, particularly in Chinese contexts. Studies consistently identify perceived teacher support as a predictor of academic and emotional outcomes. It positively correlates with achievement, mediated by academic engagement. Conner et al. ( 2014 ) associated it with reduced depression and anxiety. Teacher support enhances school climate, engagement, belonging, and mental health (Wang & Eccles, 2013 ). Common measurement tools include the Learning Climate Questionnaire, Classroom Life Instrument, and Teacher as Social Context Questionnaire. These assess emotional, instructional, and autonomy support dimensions (Botellero et al., 2023 ). In summary, perceived teacher support significantly predicts academic and emotional outcomes, mediated by psychological needs. Future research should explore cultural variations and causal relationships through longitudinal designs. 2.2 Emotional Engagement in Language Learning Learner engagement, a direct manifestation of motivation, is increasingly recognized as vital in language learning (Mercer, 2018 ). Engagement is broadly defined as “energized, directed, and sustained actions” and is shaped by school environments, relationships, and intellectual activities (Skinner & Belmont, 1993 ). Fredricks et al. ( 2004 ) categorize engagement into three dimensions: behavioral, emotional, and cognitive. Behavioral engagement involves active participation in learning tasks, while cognitive engagement relates to strategic effort in understanding complex ideas (Ghanizadeh et al., 2020 ). Emotional engagement, the focus of this study, encompasses learners' affective reactions, including both positive and negative emotions. Compared to behavioral and cognitive engagement, emotional engagement remains underexplored (Mystkowska-Wiertelak, 2022 ), warranting further research. Emotional engagement as an outcome is influenced by multiple interrelated dimensions. First, technology-enhanced learning environments, such as virtual reality (VR) and game-based platforms, significantly impact engagement. VR geography games' effects on emotional engagement, while Caldas et al. ( 2020 ) studied how presence and challenge in virtual environments shape engagement. Second, social interaction plays a critical role. Weidlich and Bastiaens ( 2019 ) found that social presence in online courses enhances satisfaction. Collaborative learning can trigger both positive engagement and conflict-induced negative emotions. Peer relationships also have long-term effects on engagement (Ulmanen et al., 2016 ). Third, individual psychological traits, such as emotional intelligence (Thomas & Allen, 2021 ) and personality factors like conscientiousness (Yousefi, 2013 ), modulate engagement. Self-efficacy and self-regulation further influence engagement, with intrinsic motivation dominating early stages and self-efficacy becoming crucial later (Umemoto & Ito, 2016 ). Fourth, environmental factors, including technological familiarity (Teodorescu et al., 2022 ) and classroom climate, shape engagement. Multimodal emotional data promotes engagement dynamics analyzing. Finally, temporal aspects reveal that engagement evolves over time, with intrinsic motivation initially driving engagement and self-efficacy sustaining it later (Umemoto & Ito, 2016 ). Measurement of emotional engagement traditionally relies on scales by Skinner et al. ( 2008 ), grounded in self-determination theory (SDT). Expanding static assessments helps to include dynamic emotional regulation and co-regulation behaviors, emphasizing social interdependence in classrooms. In summary, emotional engagement is shaped by technological, social, individual, and environmental factors, evolving dynamically over time. OIT offers a theoretical lens to explain engagement as an outcome of motivational integration, underscoring its significance in language learning research. 2.3 Foreign Language Anxiety Foreign Language Anxiety (FLA) is a well-established psychological barrier in language learning, characterized by tension, apprehension, and worry linked to autonomic nervous system arousal. Horwitz et al. ( 1986 ) conceptualized FLA as a unique phenomenon arising from language learning challenges, emphasizing its roots in communication apprehension, fear of negative evaluation, and test anxiety. Learner-related factors, teacher-related factors, and instructional practices are additional sources. Empirical studies consistently show that FLA reduces engagement, participation, and academic performance, with recent research highlighting its detrimental effects on both linguistic outcomes and psychological well-being (Derakhshan & Fathi, 2024 ). Foreign Language Listening Anxiety (FLLA) specifically pertains to apprehension during auditory input processing. Stressors such as insufficient practice and fear of failure are identified, and FLLA is linkded to low confidence and cognitive disruptions like reduced word retention (Kondo & Ying-Ling, 2004 ). External factors like text complexity and environmental noise also exacerbate FLLA. Research demonstrates a cyclical relationship between FLLA and proficiency, where anxiety impairs performance, which in turn heightens anxiety (Elkhafaifi, 2005 ). FLLA strongly correlates with general classroom anxiety, and has negative impact on comprehension. Foreign Language Speaking Anxiety (FLSA) is the most documented skill-specific anxiety, stemming from communication apprehension and fear of judgment (Luo, 2014 ). Contributing factors include personality traits, task complexity, and evaluative teaching practices. Interventions like phonetic training and Rational Emotive Behavior Therapy have proven effective in reducing FLSA. Pedagogical strategies such as multimodal teaching methods also alleviate anxiety, particularly for passive learners. Foreign Language Reading Anxiety (FLRA) was first delineated by Saito et al. ( 1999 ), who identified unfamiliar scripts and cultural material as primary triggers. Studies show FLRA negatively impacts comprehension, strategy use, and efficiency. Text difficulty plays a dual role: slightly challenging texts enhance comprehension but increase anxiety, whereas easier texts improve both (Bahmani & Farvardin, 2017 ). Gender differences and self-efficacy also influence FLRA, with females often reporting higher anxiety (Ghonsooly & Elahi, 2010 ). Foreign Language Writing Anxiety is marked by cognitive anxiety, fear of failure, and linguistic difficulties (Kusumaningputri et al., 2018 ). Self-efficacy and motivation mitigate anxiety, as higher confidence correlates with lower anxiety (Ho, 2016 ). Second Language Writing Anxiety Inventory (SLWAI) highlights somatic, cognitive, and behavioral dimensions, emphasizing the need for targeted interventions. Affective Filter Hypothesis positions FLA as a mediator, where high anxiety raises the filter, hindering input processing (Krashen, 1994 ). Studies show positive emotions like foreign language enjoyment (FLE) can mediate motivation-proficiency relationships, while teacher support lowers anxiety and enhances engagement. However, research gaps persist, particularly in Chinese middle school contexts, warranting further exploration of anxiety’s mediating role in diverse educational settings. In summary, FLA manifests across language skills, with skill-specific anxieties (listening, speaking, reading, writing) sharing common roots in cognitive, emotional, and contextual factors. While interventions exist, tailored strategies and refined measurement tools are needed to address its multifaceted nature. 2.4 Correlation Between Perceived Teacher Support and Foreign Language Anxiety Research highlights the significant role of perceived teacher support in mitigating foreign language anxiety (FLA). Teacher behaviors, including emotional support and instructional methods, influence students' affective states and academic engagement. Supportive teacher behaviors reduce anxiety while fostering self-esteem and motivation (Dewaele et al., 2019 ). Conversely, factors like strictness, disorganized teaching, or excessive target language use can heighten anxiety (Shao et al., 2023 ). Horwitz ( 2020 ) suggests practical strategies for teachers, including humor, small-group activities, and gentle error correction, to create a low-anxiety learning environment. However, while teacher support broadly alleviates FLA, research on its differential impact across specific language skills (listening, speaking, reading, writing) remains limited. 2.5 Correlation Between Foreign Language Anxiety and Emotional Engagement Foreign Language Anxiety (FLA) negatively correlates with emotional engagement in language learning, though the relationship is complex. Studies indicate that FLA impairs proficiency across listening, speaking, reading, and writing. However, García-Castro and O’Reilly ( 2022 ) found that FLA enhance engagement in online learning environments. Teachers play a key role in managing anxiety, though their emotional labor can lead to burnout (Gkonou & Miller, 2019 ). Li et al. ( 2024 ) observed higher FLA but lower emotional engagement in online EFL settings, advocating for balanced emotional support. Shen ( 2021 ) highlighted the coexistence of FLA and foreign language enjoyment (FLE), suggesting emotional engagement is multifaceted. Research gaps include the need for skill-specific FLA-engagement analyses and exploration of individual factors like personality and proficiency. Further studies should also examine teacher support’s role in diverse learning contexts. 2.6 Correlation Between Perceived Teacher Support and Emotional Engagement Teacher support significantly influences student engagement, particularly emotional engagement (Vayre & Vonthron, 2017 ). Studies indicate that perceived teacher support enhances engagement across various learning contexts. Emotionally supportive teachers fostered greater social engagement in fifth-grade math students, mediated by motivational beliefs. Similarly, Sadoughi and Hejazi ( 2021 ) demonstrated that teacher support positively impacted EFL learners’ academic engagement, while Luan et al. ( 2023 ) highlighted its role in boosting engagement among Chinese university students in online English learning. Teacher support, including emotional, organizational, and instructional dimensions, correlates with improved academic outcomes. Notably, emotional support predicts intrinsic motivation and emotional engagement, with broader effects on behavioral and cognitive engagement (Conner & Pope, 2013 ). However, research gaps remain, particularly regarding emotional engagement in foreign language classrooms (Alrabai & Algazzaz, 2024 ), warranting further investigation into teacher support’s nuanced impact on learners’ emotional responses. 2.7 Research Gap Current research on foreign language anxiety and perceived teacher support exhibits significant gaps, particularly in the context of Chinese middle school education. While existing studies predominantly focus on adult learners, adolescents, who face unique developmental challenges, remain understudied. Additionally, most research examines simple pairwise relationships rather than exploring the triadic interactions among teacher support, anxiety, and emotional engagement. Although language skill-specific anxieties have been theorized, their interplay with teacher support in shaping emotional engagement remains underexplored, especially under China’s English Curriculum Standards (2022 Edition). Furthermore, teacher support studies often derive from STEM or physical education, neglecting EFL contexts where emotional vulnerability is heightened (Sadoughi & Hejazi, 2021 ). Writing anxiety exemplifies these gaps, as research on Chinese middle school students is scarce, with little consideration of cultural and policy influences (Kusumaningputri et al., 2018 ; Wahyuni et al., 2019 ). Thus, a developmentally and culturally grounded framework is needed to elucidate how skill-specific anxieties mediate the teacher support-emotional engagement relationship in Chinese EFL classrooms. 3. Data, Method and theoretical framework 3.1 Definition of Key Concepts Based on Tardy’s ( 1985 ) model, this study defines perceived teacher support as a multidimensional construct comprising emotional, appraisal, informational, and instrumental support. Emotional support includes care and empathy; appraisal involves feedback; informational covers academic guidance; instrumental provides tangible resources and time. Emotional engagement is defined as a dynamic process involving emotional states, self-regulation, and co-regulation among peers in response to the learning environment. Adopting Horwitz et al. ( 1986 ), anxiety is conceptualized across four skills: listening (apprehension during comprehension), speaking (unease in oral discourse), reading (stress in text processing; Çapan & Pektas, 2013 ), and writing (fear in compositional tasks). 3.3 Research Method This study employs Structural Equation Modeling (SEM) to examine how perceived teacher support influences emotional engagement through the mediation of reduced listening, speaking, reading, and writing anxiety. The questionnaire, adapted from established scales and aligned with the English Curriculum Standards (2022 Edition) (Ministry of Education, 2022), used reversed coding to ensure consistent positive phrasing. 3.4 Questionnaire design The perceived English teacher support scale was adapted from Liu and Li’s ( 2023 ) Students’ Perceived EFL Teacher Support Scale. The English classroom emotional engagement scale was based on the Foreign Language Classroom Emotional Engagement Scale developed by Yang and Zhang ( 2024 ). During the psychometric screening phase, the listening anxiety scale was derived from Elkhafaifi’s ( 2005 ) Foreign Language Learning Anxiety Scale (FLLAS). The speaking anxiety scale integrated the communication apprehension dimension of Horwitz’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The reading anxiety and writing anxiety scales were adopted from Saito et al. ( 1999 )’s Foreign Language Reading Anxiety Scale. During the cognitive adaptation phase, the research team considered the cognitive characteristics of junior high school students, inviting a panel of three experienced English teachers to conduct three rounds of Delphi expert reviews aimed at optimizing scale wording. All questionnaire questions included in the quantitative analysis were positively expressed (for example, more anxiety reduction is represented as 5, less anxiety reduction is represented as 1) and were all questions on the Likert five point scale. To ensure the scientific rigor, convenience, and authenticity of data collection, the questionnaire was innovatively designed based on established instruments, a review of relevant literature, and the core content of English Curriculum Standards (2022 Edition). Subsequently, the questionnaire was distributed and collected accordingly. 3.5 Theoretical framework Krashen's Affective Filter Hypothesis posits that comprehensible input alone is insufficient for successful second language acquisition. Learners’ affective states act as a filter that regulates and potentially impedes the processing of linguistic input. Under conditions of a high affective filter, when learners experience anxiety, tension, lack of confidence, or low motivation, this filter is raised, obstructing comprehensible input from reaching the brain’s language acquisition device, and vice versa (Krashen, 1982 ).. Even if the input is ideally structured, it may not be effectively absorbed In the present study, anxiety reduction corresponds to lowering the affective filter. Anxiety associated with listening, speaking, reading, and writing constitutes a primary component of a high affective filter. Supportive instructional practices like establishing a safe classroom environment, providing scaffolding serve to actively reduce students’ affective filter. Furthermore, “promoting emotional engagement” can be viewed as an outcome of a low affective filter. As anxiety diminishes, learners’ affective states become more positive, characterized by increased willingness to engage, greater motivation, and enhanced self-confidence, manifesting the state of a lowered affective filter. In this condition, students are more inclined and better able to participate in classroom activities and engage in meaningful language practice and interaction. 4. Result 4.1 Frequency analysis result In the sampled student population, females constituted 544 individuals, representing 53.65% of the total. The majority of students were enrolled in Grade 7 (468 individuals), accounting for 46.15% of the sample (See Table 1 ). Table 1 Frequency analysis Item Option Frequency Ratio (%) Gender Male 470 46.35 Female 544 53.65 Grade Grade 7 468 46.15 Grade 8 311 30.67 Grade 9 235 23.18 Account 1014 100.0 The alpha coefficient is 0.958, which comprehensively indicates that the data reliability is high. Sample size is 1014. KMO value is 0.961, which is higher than 0.9, indicating that the research data are suitable for extracting information. Therefore, the processed data have high reliability and validity. 4.1 CFA result Guided by the literature review and established theoretical framework, this study employed confirmatory factor analysis (CFA) to examine the validity. The CFA approach was adopted because the preliminary construction of the influencing pathway was already theoretically grounded in Affective Filter Hypothesis and Compulsory Education’s English Curriculum Standards (2022 Edition), thus allowing for empirical verification within this conceptual framework. This Confirmatory factor analysis (CFA) analysis is carried out for a total of 6 factors, and 62 analysis items. The effective sample size of this analysis is 1014, which is 10 times more than the number of analyzed items, and the sample size is moderate (See Table 2 ). Table 2 CFA result Factor Number Perceived teacher support 12 Emotional engagement 11 Listening anxiety reduction 11 Speaking anxiety reduction 8 Reading anxiety reduction 11 Writing anxiety reduction 9 Account 62 Sample size 1014 The model fitting indicators are as follows. There are may fit indices. It is difficult for all indicators to meet the standard, so as long as a portion of the indicators meet the standard is sufficient. In this study, RMSEA = 0.088, PGFI = 0.525, PNFI = 0.686, PCFI = 0.709. Root mean square error of approximation (RMSEA) < 0.1 is acceptable (Doll et al., 1994 ). In existing research, PGFI/PNFI/PCFI ≥ 0.50 serves as the minimum acceptable threshold for models, representing the most fundamental baseline. When all three indices meet or exceed 0.50, the model demonstrates basic explanatory power. These findings indicate that this study satisfies the standards for acceptable fit (Abd-El-Fattah, 2010 ; de la Rubia et al., 2020 ; Sathyanarayana & Mohanasundaram, 2024 ; Syah et al., 2025 ). Therefore, overall, the goodness-of-fit of this study meets the basic requirements, and model fitting is acceptable. 4.3 Structural Equation Modeling Analysis (SEM) result Perceived teacher support has a significant positive effect on classroom emotion engagement (β = 0.740. Perceived teacher support has a significant positive effect on reducing reading anxiety (β = 0.090). Perceived teacher support has a significant positive effect on reducing writing anxiety (β = 0.145). Reading anxiety reduction has a significant positive effect on listening anxiety reduction (β = 0.598). Reading anxiety reduction also has a significant positive effect on speaking anxiety reduction (β = 0.653). Writing anxiety reduction has a significant positive effect on speaking anxiety reduction (β = 0.433). Speaking anxiety reduction has significant positive effect on listening anxiety reduction (β = 0.238) and classroom emotional engagement (β = 0.173). Listening anxiety reduction has a significant negative effect on classroom emotional engagement (β=-0.108). In the area of teacher support, the teacher’s care for students’ English learning contributes to teacher support (β = 0.829). The English teacher’s understanding of the difficulties students encounter in learning English (β = 0.826). Regarding reading anxiety reduction, significant contributions come from behaviors like “students do not feel nervous even when facing unfamiliar topics” (β = 0.897), “students do not feel depressed or frightened upon seeing a full page of English text” (β = 0.858). Regarding writing anxiety reduction, the behavior with the greatest contributions is “students are calm when writing an English composition within the allotted time” (β = 0.934). Regarding speaking anxiety reduction, the behavior with the greatest contributions is “when a student is required to speak in English in class without prior preparation, they do not start to panic” (β = 0.817). Regarding listening anxiety reduction, the behaviors that contribute the most are: “when a student is not very familiar with the topic of an English listening passage, they do not feel very nervous” (β = 0.877), “when encountering words with unfamiliar pronunciation during English listening practice, students do not feel uneasy” (β = 0.876). In the domain of classroom emotional engagement, the greatest contributions are from students feeling excited (β = 0.876) and interested (β = 0.870). In English classes, the ability of students to adjust their emotional state by altering their perception and evaluation of their own situation (β = 0.865) makes considerable contribution. Students’ ability to empathize with the characters’ emotions and intentions by stepping into their roles has positive impact on emotional engagement (β = 0.861) (See Table 3 ). Table 3 Summary Table of Model Regression Coefficients Independent variable → Dependent variable SE z (CR) p β Perceived teacher support → Reading anxiety reduction 0.015 2.281 0.023 0.090 Perceived teacher support → Writing anxiety reduction 0.021 3.570 0.000 0.145 Perceived teacher support → Emotional engagement 0.072 18.576 0.000 0.740 Reading anxiety reduction → Listening anxiety reduction 0.209 3.163 0.002 0.598 Reading anxiety reduction → Speaking anxiety reduction 0.715 4.192 0.000 0.653 Writing anxiety reduction → Speaking anxiety reduction 0.246 5.680 0.000 0.433 Speaking anxiety reduction → Listening anxiety reduction 0.015 3.934 0.000 0.238 Speaking anxiety reduction → Emotional engagement 0.036 5.185 0.000 0.173 Listening anxiety reduction → Emotional engagement 0.172 -2.797 0.005 -0.108 Perceived teacher support → X1: My English teacher shares online learning resources (e.g., vocabulary apps) with me 0.091 15.046 0.000 0.521 → X2: My English teacher recommends suitable extracurricular reading materials for me 0.092 16.964 0.000 0.600 → X3: My English teacher recommends suitable study materials tailored to my needs 0.095 17.164 0.000 0.608 → X4: I believe my English teacher understands the challenges I face in learning English 0.076 21.808 0.000 0.826 → X5: I sense my English teacher holds high expectations for me 0.073 20.784 0.000 0.774 → X6: My teacher remains patient with my English studies and never gives up on me, even with my weak foundation 0.060 21.645 0.000 0.818 → X7: I feel my teacher genuinely cares about my English learning progress 0.063 21.859 0.000 0.829 → X8: We learn test-taking strategies, template sentence patterns, and vocabulary usage examples in English class 0.059 20.826 0.000 0.776 → X9: We expand our learning to cultural knowledge beyond textbook content in English class 0.068 19.398 0.000 0.708 → X10: Teachers provide targeted instruction on our weak areas (e.g., attributive clauses) in English class 0.066 20.845 0.000 0.777 → X11: In English class, teacher shows us strategies to tackle problems with limited knowledge, like inferring unknown words from context 0.060 19.332 0.000 0.705 → X12: In English class, we learn pronunciation, fixed expressions, and other language aspects - - - 0.629 Reading anxiety reduction → X13: I am familiar with ideas and cultures of English-speaking countries in articles 1.160 4.256 0.000 0.648 → X14: Reading is the easiest skill to master in English learning 1.038 4.232 0.000 0.580 → X15: I believe reading English will no longer feel difficult once it becomes a habit 0.235 1.683 0.092 0.059 → X16: After reading unfamiliar vocabulary, I find it easy to recall the content I just read 1.324 4.278 0.000 0.734 → X17: I do not translate English materials word by word while reading 0.767 4.111 0.000 0.402 → X18: Not knowing every word in an English passage does not cause me anxiety and confusion 1.595 4.298 0.000 0.855 → X19: I do not feel tense when encountering unfamiliar topics in English reading materials 1.636 4.303 0.000 0.897 → X20: A full page of English text does not make me feel overwhelmed and fearful 1.654 4.298 0.000 0.858 → X21: I am not frustrated when I cannot retain what I read in English 1.459 4.288 0.000 0.788 → X22: I do not feel anxious when I recognize individual words but fail to understand the sentence's overall meaning 1.345 4.281 0.000 0.749 → X23: I believe my English reading proficiency is high - - - 0.138 Writing anxiety reduction → X24: I do not fear having my English essay selected for class discussion or as an example for feedback 0.695 6.063 0.000 0.699 → X25: I am willing to write essays in English 0.687 6.062 0.000 0.697 → X26: I do not feel panic when writing English essays under time pressure 0.858 6.169 0.000 0.934 → X27: My thoughts are clear when writing English essays within a time limit 0.829 6.159 0.000 0.901 → X28: I am not worried about receiving a low score when my English essay is about to be graded 0.767 6.111 0.000 0.782 → X29: When writing under time constraints, I do not experience trembling hands or cold sweats due to nervousness 0.802 6.149 0.000 0.871 → X30: I do not struggle to start writing when beginning an English essay 0.764 6.131 0.000 0.825 → X31: I do not feel anxious or uneasy when writing English essays if I know they will be graded by a teacher 0.725 6.121 0.000 0.802 → X32: I consider my English writing proficiency to be high - - - 0.195 Speaking anxiety reduction → X33: When speaking English in class without preparation, I am not panicking 0.068 19.636 0.000 0.817 → X34: In English class, when asked to publicly answer questions, my heart does not race with intense fear 0.066 19.527 0.000 0.809 → X35: I am better than other classmates in speaking English 0.063 17.887 0.000 0.708 → X36: When speaking English in class, I do not worry that classmates might laugh at me 0.065 17.789 0.000 0.703 → X37: I actively participate in English discussions during class and do not overly care about others’ opinions of me 0.056 6.290 0.000 0.213 → X38: In English class, I am willing to speak in English when interacting with the teacher 0.055 7.644 0.000 0.261 → X39: In English class, I am willing to speak up within small groups and communicate with classmates in English 0.054 7.082 0.000 0.241 → X40: My spoken English is good - - - 0.601 Listening anxiety reduction → X41: When doing English listening comprehension, I am not confused and can remember what I have heard 1.174 4.755 0.000 0.750 → X42: I do not translate word by word when I am doing English listening comprehension 0.864 4.671 0.000 0.549 → X43: By the time I get past the strange sounds in English, it is hard to remember what I had listened 1.199 4.758 0.000 0.758 → X44: I do not feel nervous when I am not familiar with the topic of listening material 1.329 4.782 0.000 0.877 → X45: It does not bother me to encounter words I cannot pronounce while doing English listening comprehension 1.347 4.782 0.000 0.876 → X46: I do not get upset when I am not sure whether I understand what I am doing English listening comprehension 1.323 4.779 0.000 0.860 → X47: The thought of doing English listening practice does not terrify me 1.148 4.747 0.000 0.720 → X48: During English listening practice, encountering unfamiliar grammar does not frustrate me 1.160 4.756 0.000 0.751 → X49: I feel confident while doing English listening comprehension 0.320 3.590 0.000 0.172 → X50: I enjoy doing English listening comprehension 0.284 3.115 0.002 0.131 → X51: I am satisfied with the level of English listening comprehension that I have achieved so far - - - 0.153 Emotional engagement → Y1: When classmates want to give up on learning English, I encourage them to persist 0.035 26.071 0.000 0.704 → Y2: In class, I foster a positive atmosphere by showing kindness and inclusiveness to peers 0.030 27.688 0.000 0.734 → Y3: At school, I comfort classmates who feel discouraged due to academic challenges 0.034 25.391 0.000 0.691 → Y4: In English class, I can regulate my emotions by altering my views and evaluations of external situations 0.030 35.578 0.000 0.860 → Y5: In English class, I can adjust my emotions by changing my perspective and self-evaluation of personal situations 0.029 35.761 0.000 0.863 → Y6: In English class, I can understand the emotions and intentions the textbook authors aim to convey 0.031 33.746 0.000 0.834 → Y7: In English class, I can empathize with the characters’ emotions and intentions by stepping into their roles 0.031 35.669 0.000 0.861 → Y8: In English class, I feel interested 0.030 36.339 0.000 0.870 → Y9: In English class, I feel relaxed 0.032 35.836 0.000 0.864 → Y10: In English class, I feel excited 0.032 36.719 0.000 0.876 → Y11: In English class, I feel happy - - - 0.841 The specific impact pathway diagram is as follows (See Fig. 1 ). 5. Discussion Perceived teacher support exerts a direct positive influence on emotional engagement, reading anxiety reduction, and writing anxiety reduction. Teachers’ emotional support is a key factor influencing students’ engagement in learning. Such support, which includes demonstrating care, empathy, respect, and encouragement, helps create a safe and positive classroom climate (Kikas & Tang, 2019 ). In such an environment, students are more willing to participate and less afraid of making mistakes, thereby experiencing more positive emotions, like enjoyment and pride, and fewer negative emotions, such as anxiety and boredom (Lei et al., 2018 ). When teachers provide clear instructions, constructive feedback (as opposed to punitive criticism), encouragement to attempt challenging tasks, and demonstrate understanding of students’ difficulties, students’ sense of security increases. This, in turn, reduces their anxiety when facing demanding tasks (Li et al., 2025 ).This study demonstrates that teacher support significantly reduces anxiety in receptive and productive skills (Vargas-Madriz et al., 2024 ). For reading, support operates through empathetic communication and strategic guidance (Marashi & Rahmati, 2017 ). In writing, structured input and procedural guidance mitigate anxiety through reduced cognitive load and improved metacognition. However, teacher support does not directly reduce listening and speaking anxiety. Instead, it exerts indirect effects through mediation by reduced reading and speaking anxiety. These findings underscore the skill-specific mechanisms through which teacher support alleviates language anxiety. This study reveals significant cross-skill mediation in language anxiety reduction. Reduced reading anxiety positively predicts decreases in both speaking and listening anxiety, a transfer effect supported by the mechanisms of sustained written input and enhanced linguistic representation (Sadoughi & Hejazi, 2021 ). Similarly, a reduction in writing anxiety correlates with lower speaking anxiety, aligning with the role of deliberate production in fostering linguistic automation and metacognitive monitoring. From a cognitive perspective, working memory model explains these transfers through optimized phonological loop functioning and efficient central executive resource allocation. Furthermore, shared lexical access pathways, particularly involving the left inferior frontal gyrus, provide a neurocognitive basis for anxiety reduction between oral and listening domains (Hintz et al., 2020 ). Perceived teacher support significantly enhances classroom emotional engagement. Reduced speaking anxiety mediates this relationship, facilitating greater emotional investment. When students’ foreign language speaking anxiety is reduced, their emotional engagement in the classroom tends to increase. Speaking anxiety is one of the most common and intense forms of anxiety in the language classroom. As this anxiety diminishes, students become more willing and confident to participate in interactive activities such as questioning, answering, and group discussions. Such active participation is itself a manifestation of emotional engagement, while successful involvement also generates a sense of achievement and enjoyment, thereby further enhancing positive emotional experiences. Reading and writing are processes through which students interact with educational materials and require relatively less emotional engagement. In contrast, listening and speaking involve interactions between students and instructors or other participants and demand relatively higher emotional engagement. Therefore, teacher support influences students' interpersonal learning behaviors (listening and speaking) through their individual learning behaviors (reading and writing), ultimately affecting their classroom emotional engagement. This pathway aligns with the empowerment logic and functional mechanism of educational resources (Luan et al., 2023 ). Listening anxiety reduction negatively affects emotional engagement. In Chinese EFL classrooms, listening input predominantly derives from teacher speech and audio materials, a pedagogical reality creating a “double-edged sword” scenario. Instructional processing barriers (failed comprehension of teacher directives) disrupt task execution, showing that anxiety reduction alone cannot compensate for comprehension-based participation failure. Audio material limitations (single/double playback protocols) induce attentional depletion, revealing that anxiety reduction’s engagement benefits on emotional engagement may be nullified if instructional design fails to scaffold comprehension success. Listening instructional materials are diverse, encompassing video and audio formats. Classroom-based listening instruction often poses challenges to sustained student attention due to its entertaining nature and the absence of direct instructional interaction. Distraction and inattention in class are often accompanied by reduced anxiety. This characteristic can lead students to unconsciously lapse into distraction or a passive state, leading to comprehension failure and participation disruption, thereby reducing their classroom emotional engagement (Philp & Duchesne, 2016 ). A student who feels no anxiety because the task is perceived as unchallenging, too difficult or irrelevant may not feel enjoyment, but rather boredom. This state of “comfortable disengagement” is insidious. The student appears calm and compliant, a seemingly positive outcome from an anxiety-reduction perspective, but is emotionally and cognitively checked out. Their silence in the classroom may not be the result of anxiety, but of apathy and a failure to engage (Yang & Xu, 2024 ). A small number of students exhibit poor performance and low motivation in English learning, showing an attitude of indifference and neglect, which is particularly evident in the context of English listening (Chen & Chang, 2009 ; Li et al., 2025 ). This “low anxiety” reflects emotional numbness and detachment, likely stemming from a psychological defense mechanism or learned helplessness. Rather than a positive mental state, it manifests as a combination of profound negative emotions, and a lack of intrinsic motivation. As students see little hope of success, they disengage emotionally, thereby also “abandoning” the associated anxiety (Tan, 2017 ). Consequently, low English listening anxiety contributes to low emotional engagement. From another perspective, listening and speaking are processes that involve interaction between students, teachers, and other participants, and require relatively high levels of emotional engagement. However, listening is an input-oriented learning behavior, while speaking is output-oriented, each exerts a distinct influence on emotional engagement. Chinese students often struggle to balance these two skills, and many tend to adopt the role of a “silent listener” (Cai & Xing, 2025 ). Therefore, when students possess stronger listening abilities (lower listening anxiety), they may prefer to remain listeners in class rather than active speakers or participants. This tendency may lead to a reduction in observable student emotional engagement (Wang et al., 2023 ). From the perspective of the relationship between latent and observed variables, teacher support encompasses care, patience, encouragement, and sympathy (Li et al., 2023). Teacher caring behavior shows a significant association with EFL learning anxiety and influences students’ anxiety levels through mediating effects such as learning engagement and learning strategies. A teacher who understands why a student is struggling can offer targeted academic help rather than generic encouragement. Expertise, open communication and empathy build trust and strengthen the teacher-student relationship, thereby increasing perceived support (Joseph, 2023 ). The use of reading strategies has a significant negative predictive effect on reading anxiety. When students master effective coping strategies, like guessing word meanings and skimming, they become more capable of handling unfamiliar texts and vocabulary, thereby reducing feelings of fear and confusion (Heidari & Nosratinia, 2022 ). After practicing on specific reading platforms, students exhibit reduced English anxiety and increased confidence in reading (Akopyan & Saks, 2022 ). Writing learning, often structured as a timed task, constitutes a typical stressor that can easily trigger “performance anxiety.” Under such conditions, an individual’s attention and cognitive resources become occupied by worry and negative emotions, leading to mental confusion and psychological panic. Therefore, “inner calm” and “clarity of thought” directly counteract the core symptoms of anxiety and contribute to the reduction of writing anxiety (Ocak & Hocaoğlu, 2023 ). There is a negative correlation between speaking anxiety and oral language performance. The behavior of “panicking when required to speak in English in class without prior preparation” has been identified as a key item in anxiety scales that negatively correlates with oral performance (Pike & Raymundo, 2024 ). This situation is a classic trigger for what is known as foreign language classroom anxiety. Similarly, physiological responses such as one's “heart racing” is hallmark symptoms of acute anxiety that is also empirically linked to poorer oral outcomes (Dana & Aminatun, 2022 ). It is clear from the research that the absence of these panic and fear responses allows learners to access their linguistic resources more effectively, leading to improved oral proficiency. In the context of listening comprehension, behaviors such as not feeling nervous when the topic is unfamiliar, not being unsettled by words with unfamiliar pronunciation, and not feeling frustrated when unable to understand altogether indicate a “tolerance of ambiguity”. Listening input is characterized by its transient nature, irreversibility, and high information density. Unlike in reading, learners cannot control the pace or revisit content easily. Therefore, listening anxiety often stems from a compulsive desire for complete comprehension and a fear of missing information. When learners can accept that they may not understand every word or detail, and still remain calm and attempt to grasp the general meaning, their listening anxiety is fundamentally alleviated. Emotional engagement refers to students’ affective reactions during learning activities, with positive emotions such as interest, enjoyment, excitement, and enthusiasm being its core components (Li & Zin, 2025 ). Regulating emotions by altering one’s perspective reflects the psychological strategy of cognitive reappraisal, which is an advanced form of emotion regulation. Emotion regulation, or more broadly, self-regulation, plays an important role in language learning and student engagement. This suggests that effective English learners are not only able to experience positive emotions, but also proactively manage their emotional states (Chen et al., 2024 ). 6. Conclusion In conclusion, this study provides empirical evidence that perceived teacher support significantly enhances emotional engagement in junior high school English classrooms under China's 2022 English Curriculum Standards, while simultaneously reducing reading and writing anxieties. The structural equation modeling analysis reveals a complex mediation pathway where teacher support indirectly alleviates listening and speaking anxieties through its impact on reading and writing anxieties. Notably, the finding that reduced listening anxiety negatively predicts emotional engagement challenges conventional assumptions, suggesting a nuanced affective dynamic in input-based language learning. These results extend Krashen's Affective Filter Hypothesis by demonstrating skill-specific anxiety mechanisms and multidimensional teacher support effects 7. Limitation and implication 7.1 Limitations Here are limitations. Student heterogeneity is overlooked, potentially skewing anxiety profiles. Combining anxieties across skills obscures distinct mechanisms between input and output processes. The impact of listening anxiety reduction on emotional engagement warrants further in-depth investigation. 7.2 Implications This study offers practical and theoretical implications. For teachers, it underscores the need to integrate emotional, instructional, and resource support to mitigate skill-specific anxieties, like using AI tools for speaking practice, scaffolded listening tasks, and cultural annotations in reading. Policymakers should emphasize anxiety-aware pedagogy in teacher training under the English Curriculum Standards (2022 Edition) (Ministry of Education, 2022). Declarations Ethics approval and consent to participate This study adheres to the fundamental principles of social science research regarding informed consent, confidentiality, anonymity, and minimal risk in ethical considerations. Ethics Review Committee of the Faculty of Education at Beijing Normal University approved this study. This study strictly adheres to the ethical principles of the Helsinki Declaration regarding the study of human subjects Given that the survey participants were all minors, this study implemented a strict dual informed consent procedure (guardian informed consent and participant consent). The questionnaire is in paper format and filled out completely anonymously. The authors confirm that this study did not receive any external funding. All authors agree to publish this article. Ethics approval and consent to participate This study adheres to the fundamental principles of social science research regarding informed consent, confidentiality, anonymity, and minimal risk in ethical considerations. Author Contribution Wei and Wang wrote the main manuscript text. All authors reviewed the manuscript. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8228872","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":577153360,"identity":"fe6c84f8-8bf8-4e97-b738-f643ec19160a","order_by":0,"name":"Yukai Wei","email":"","orcid":"","institution":"Beijing Normal University","correspondingAuthor":false,"prefix":"","firstName":"Yukai","middleName":"","lastName":"Wei","suffix":""},{"id":577153361,"identity":"06b849f9-f709-4b3b-aa06-28e861cc6397","order_by":1,"name":"Xinyi 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14:02:41","extension":"html","order_by":6,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":197126,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-8228872/v1/5cfaf54e47953e1f69f0fc98.html"},{"id":100800006,"identity":"bc922e86-35d5-4cb2-8744-ab91972092ed","added_by":"auto","created_at":"2026-01-21 14:01:05","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":4738542,"visible":true,"origin":"","legend":"\u003cp\u003eSEM analysis influencing pathway\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-8228872/v1/242ddb4460adff92562dcc81.png"},{"id":100804175,"identity":"3a3629c0-ba93-4475-b4cc-84011e321ce5","added_by":"auto","created_at":"2026-01-21 14:38:27","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":5408478,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8228872/v1/2d0af937-eb6b-4523-ad58-e3c7155a7725.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Perceived teacher support on junior high school students’ emotional engagement in english class: based on a structural equation modeling analysis","fulltext":[{"header":"1. Introduction","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Policy background\u003c/h2\u003e \u003cp\u003eThe Compulsory Education\u0026rsquo;s English Curriculum Standards (2022 Edition) (Ministry of Education, 2022) mark a paradigm shift in junior high English education in China, emphasizing core competencies through integrated skill development. These include language proficiency, cultural awareness, cognitive capacity, and lifelong learning, with heightened expectations for productive skills: writing and reading criteria have expanded significantly, demanding advanced analytical and communicative abilities. While aligned with global trends, these reforms intensify academic pressure for adolescents undergoing physiological and socio-emotional changes, increasing susceptibility to academic stress.\u003c/p\u003e \u003cp\u003eDuring teaching internships, I observed a clear paradox: the curriculum\u0026rsquo;s push for autonomous learning contrasts with visible student anxiety during language production tasks. Many exhibit hesitation in speaking and paralysis in writing, consistent with foreign language anxiety (Dewaele \u0026amp; Li, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Contributing factors include frequent high-stakes assessments, emphasis on grammatical accuracy, and social comparison during presentations. These anxiety patterns correlate with disengagement like reduced participation and off-task behavior, highlighting a tension between curricular goals and students\u0026rsquo; affective barriers.\u003c/p\u003e \u003cp\u003eTeacher support is advocated by the Standards as a key mitigator, essential for creating supportive, student-centered environments. Evidence shows its positive role in promoting engagement across contexts (Luan et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Wang et al., \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Importantly, emotional engagement is particularly responsive to teacher support, as shown in subjects like mathematics and language learning.\u003c/p\u003e \u003cp\u003eHowever, critical gaps remain. Most studies address general anxiety or tertiary learners, overlooking adolescents\u0026rsquo; developmental and curricular challenges. Moreover, few differentiate how skill-specific anxieties (listening, speaking, reading, writing) distinctly mediate teacher support\u0026rsquo;s effect on engagement. The interaction between curriculum-induced pressure and teacher support remains under-explored.\u003c/p\u003e \u003cp\u003eThis study addresses these gaps by theorizing skill-specific anxieties as separate mediators and teacher support as a multidimensional antecedent, in line with the 2022 Curriculum. Using structural equation modeling, it examines how these anxieties mediate the support\u0026ndash;engagement relationship within China\u0026rsquo;s reformed EFL context, offering practical insights for policy and pedagogy aligned with national standards and adolescent needs.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2 Research Purpose\u003c/h2\u003e \u003cp\u003eThis study aims to elucidate the mechanisms through which teacher support influences emotional engagement in middle school English classrooms under the New Curriculum Standards, with specific objectives to:\u003c/p\u003e \u003cp\u003eInvestigate both direct effects of teacher support on emotional engagement and indirect effects mediated through language skill anxiety reduction.\u003c/p\u003e \u003cp\u003eEstablish a dynamic framework of teacher support-skill anxiety-emotional engagement interactions through structural equation modeling, enriching the Affective Filter Hypothesis\u003c/p\u003e \u003cp\u003eProvide evidence-based strategies for differentiated instruction and anxiety intervention aligned with curriculum reform requirements.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e1.3 Research Significance\u003c/h2\u003e \u003cp\u003eThis study offers significant theoretical and practical contributions. Theoretically, it refines frameworks of language anxiety and engagement, and extends Krashen\u0026rsquo;s Affective Filter Hypothesis by examining how teacher support mitigates skill-specific anxieties (listening, speaking, reading, writing). Practically, it provides teachers with strategies to address anxieties and supports policymakers in aligning with the Compulsory Education\u0026rsquo;s English Curriculum Standards (2022 Edition) (Ministry of Education, 2022), fostering classrooms that integrate emotional well-being with academic development.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e1.4 Research Questions\u003c/h2\u003e \u003cp\u003eDoes perceived teacher support affect emotional engagement through the foreign language anxiety reduction?\u003c/p\u003e \u003cp\u003eWill different types of foreign language anxiety reduction influence each other?\u003c/p\u003e \u003cp\u003eWhat is the pathway of this effect?\u003c/p\u003e \u003c/div\u003e"},{"header":"2. Literature review","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Perceived Teacher Support\u003c/h2\u003e \u003cp\u003ePerceived teacher support plays a critical role in adolescents' academic performance and emotional well-being. As a key component of social support, it encompasses students' interpretations of teachers' behaviors, including emotional, instructional, and autonomy support (Szumski \u0026amp; Karwowski, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Social support theory posits that teacher support provides academic assistance and psychological counseling, fostering positive academic outcomes. Self-determination theory (SDT) further highlights that perceived teacher support satisfies students' psychological needs for autonomy, competence, and relatedness, enhancing intrinsic motivation and engagement (Lei et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eResearch demonstrates that perceived teacher support influences diverse student outcomes. Harsh teacher discipline reduces perceived support and increases bullying victimization. Derakhshan and Fathi (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) linked teacher support to improved psychological well-being, mediated by self-regulation. Hoi and Mu (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasized its role in facilitating Mobile-Assisted Language Learning (MALL) adoption. Kikas and Tang (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) showed emotional support boosts task persistence. Liu et al. (2023) categorized teacher support into academic, instrumental, and emotional dimensions, noting emotional support's centrality in language learning. Teacher support interacts with self-efficacy to enhance math skills, particularly for struggling students. Emotional support effects self-efficacy and academic effort (Ren et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Collectively, these studies reveal teacher support's multifaceted effects but call for longitudinal and cross-cultural research, particularly in Chinese contexts.\u003c/p\u003e \u003cp\u003eStudies consistently identify perceived teacher support as a predictor of academic and emotional outcomes. It positively correlates with achievement, mediated by academic engagement. Conner et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) associated it with reduced depression and anxiety. Teacher support enhances school climate, engagement, belonging, and mental health (Wang \u0026amp; Eccles, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eCommon measurement tools include the Learning Climate Questionnaire, Classroom Life Instrument, and Teacher as Social Context Questionnaire. These assess emotional, instructional, and autonomy support dimensions (Botellero et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn summary, perceived teacher support significantly predicts academic and emotional outcomes, mediated by psychological needs. Future research should explore cultural variations and causal relationships through longitudinal designs.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Emotional Engagement in Language Learning\u003c/h2\u003e \u003cp\u003eLearner engagement, a direct manifestation of motivation, is increasingly recognized as vital in language learning (Mercer, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Engagement is broadly defined as \u0026ldquo;energized, directed, and sustained actions\u0026rdquo; and is shaped by school environments, relationships, and intellectual activities (Skinner \u0026amp; Belmont, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e1993\u003c/span\u003e). Fredricks et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) categorize engagement into three dimensions: behavioral, emotional, and cognitive. Behavioral engagement involves active participation in learning tasks, while cognitive engagement relates to strategic effort in understanding complex ideas (Ghanizadeh et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Emotional engagement, the focus of this study, encompasses learners' affective reactions, including both positive and negative emotions. Compared to behavioral and cognitive engagement, emotional engagement remains underexplored (Mystkowska-Wiertelak, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), warranting further research.\u003c/p\u003e \u003cp\u003eEmotional engagement as an outcome is influenced by multiple interrelated dimensions. First, technology-enhanced learning environments, such as virtual reality (VR) and game-based platforms, significantly impact engagement. VR geography games' effects on emotional engagement, while Caldas et al. (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) studied how presence and challenge in virtual environments shape engagement. Second, social interaction plays a critical role. Weidlich and Bastiaens (\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) found that social presence in online courses enhances satisfaction. Collaborative learning can trigger both positive engagement and conflict-induced negative emotions. Peer relationships also have long-term effects on engagement (Ulmanen et al., \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Third, individual psychological traits, such as emotional intelligence (Thomas \u0026amp; Allen, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and personality factors like conscientiousness (Yousefi, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), modulate engagement. Self-efficacy and self-regulation further influence engagement, with intrinsic motivation dominating early stages and self-efficacy becoming crucial later (Umemoto \u0026amp; Ito, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Fourth, environmental factors, including technological familiarity (Teodorescu et al., \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and classroom climate, shape engagement. Multimodal emotional data promotes engagement dynamics analyzing. Finally, temporal aspects reveal that engagement evolves over time, with intrinsic motivation initially driving engagement and self-efficacy sustaining it later (Umemoto \u0026amp; Ito, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eMeasurement of emotional engagement traditionally relies on scales by Skinner et al. (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), grounded in self-determination theory (SDT). Expanding static assessments helps to include dynamic emotional regulation and co-regulation behaviors, emphasizing social interdependence in classrooms.\u003c/p\u003e \u003cp\u003eIn summary, emotional engagement is shaped by technological, social, individual, and environmental factors, evolving dynamically over time. OIT offers a theoretical lens to explain engagement as an outcome of motivational integration, underscoring its significance in language learning research.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Foreign Language Anxiety\u003c/h2\u003e \u003cp\u003eForeign Language Anxiety (FLA) is a well-established psychological barrier in language learning, characterized by tension, apprehension, and worry linked to autonomic nervous system arousal. Horwitz et al. (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e1986\u003c/span\u003e) conceptualized FLA as a unique phenomenon arising from language learning challenges, emphasizing its roots in communication apprehension, fear of negative evaluation, and test anxiety. Learner-related factors, teacher-related factors, and instructional practices are additional sources. Empirical studies consistently show that FLA reduces engagement, participation, and academic performance, with recent research highlighting its detrimental effects on both linguistic outcomes and psychological well-being (Derakhshan \u0026amp; Fathi, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eForeign Language Listening Anxiety (FLLA) specifically pertains to apprehension during auditory input processing. Stressors such as insufficient practice and fear of failure are identified, and FLLA is linkded to low confidence and cognitive disruptions like reduced word retention (Kondo \u0026amp; Ying-Ling, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). External factors like text complexity and environmental noise also exacerbate FLLA. Research demonstrates a cyclical relationship between FLLA and proficiency, where anxiety impairs performance, which in turn heightens anxiety (Elkhafaifi, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). FLLA strongly correlates with general classroom anxiety, and has negative impact on comprehension.\u003c/p\u003e \u003cp\u003eForeign Language Speaking Anxiety (FLSA) is the most documented skill-specific anxiety, stemming from communication apprehension and fear of judgment (Luo, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Contributing factors include personality traits, task complexity, and evaluative teaching practices. Interventions like phonetic training and Rational Emotive Behavior Therapy have proven effective in reducing FLSA. Pedagogical strategies such as multimodal teaching methods also alleviate anxiety, particularly for passive learners.\u003c/p\u003e \u003cp\u003eForeign Language Reading Anxiety (FLRA) was first delineated by Saito et al. (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e1999\u003c/span\u003e), who identified unfamiliar scripts and cultural material as primary triggers. Studies show FLRA negatively impacts comprehension, strategy use, and efficiency. Text difficulty plays a dual role: slightly challenging texts enhance comprehension but increase anxiety, whereas easier texts improve both (Bahmani \u0026amp; Farvardin, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Gender differences and self-efficacy also influence FLRA, with females often reporting higher anxiety (Ghonsooly \u0026amp; Elahi, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eForeign Language Writing Anxiety is marked by cognitive anxiety, fear of failure, and linguistic difficulties (Kusumaningputri et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Self-efficacy and motivation mitigate anxiety, as higher confidence correlates with lower anxiety (Ho, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Second Language Writing Anxiety Inventory (SLWAI) highlights somatic, cognitive, and behavioral dimensions, emphasizing the need for targeted interventions.\u003c/p\u003e \u003cp\u003eAffective Filter Hypothesis positions FLA as a mediator, where high anxiety raises the filter, hindering input processing (Krashen, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). Studies show positive emotions like foreign language enjoyment (FLE) can mediate motivation-proficiency relationships, while teacher support lowers anxiety and enhances engagement. However, research gaps persist, particularly in Chinese middle school contexts, warranting further exploration of anxiety\u0026rsquo;s mediating role in diverse educational settings.\u003c/p\u003e \u003cp\u003eIn summary, FLA manifests across language skills, with skill-specific anxieties (listening, speaking, reading, writing) sharing common roots in cognitive, emotional, and contextual factors. While interventions exist, tailored strategies and refined measurement tools are needed to address its multifaceted nature.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e2.4 Correlation Between Perceived Teacher Support and Foreign Language Anxiety\u003c/h2\u003e \u003cp\u003eResearch highlights the significant role of perceived teacher support in mitigating foreign language anxiety (FLA). Teacher behaviors, including emotional support and instructional methods, influence students' affective states and academic engagement. Supportive teacher behaviors reduce anxiety while fostering self-esteem and motivation (Dewaele et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Conversely, factors like strictness, disorganized teaching, or excessive target language use can heighten anxiety (Shao et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Horwitz (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) suggests practical strategies for teachers, including humor, small-group activities, and gentle error correction, to create a low-anxiety learning environment. However, while teacher support broadly alleviates FLA, research on its differential impact across specific language skills (listening, speaking, reading, writing) remains limited.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e2.5 Correlation Between Foreign Language Anxiety and Emotional Engagement\u003c/h2\u003e \u003cp\u003eForeign Language Anxiety (FLA) negatively correlates with emotional engagement in language learning, though the relationship is complex. Studies indicate that FLA impairs proficiency across listening, speaking, reading, and writing. However, Garc\u0026iacute;a-Castro and O\u0026rsquo;Reilly (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) found that FLA enhance engagement in online learning environments. Teachers play a key role in managing anxiety, though their emotional labor can lead to burnout (Gkonou \u0026amp; Miller, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Li et al. (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) observed higher FLA but lower emotional engagement in online EFL settings, advocating for balanced emotional support. Shen (\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) highlighted the coexistence of FLA and foreign language enjoyment (FLE), suggesting emotional engagement is multifaceted. Research gaps include the need for skill-specific FLA-engagement analyses and exploration of individual factors like personality and proficiency. Further studies should also examine teacher support\u0026rsquo;s role in diverse learning contexts.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e2.6 Correlation Between Perceived Teacher Support and Emotional Engagement\u003c/h2\u003e \u003cp\u003eTeacher support significantly influences student engagement, particularly emotional engagement (Vayre \u0026amp; Vonthron, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Studies indicate that perceived teacher support enhances engagement across various learning contexts. Emotionally supportive teachers fostered greater social engagement in fifth-grade math students, mediated by motivational beliefs. Similarly, Sadoughi and Hejazi (\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) demonstrated that teacher support positively impacted EFL learners\u0026rsquo; academic engagement, while Luan et al. (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) highlighted its role in boosting engagement among Chinese university students in online English learning. Teacher support, including emotional, organizational, and instructional dimensions, correlates with improved academic outcomes. Notably, emotional support predicts intrinsic motivation and emotional engagement, with broader effects on behavioral and cognitive engagement (Conner \u0026amp; Pope, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). However, research gaps remain, particularly regarding emotional engagement in foreign language classrooms (Alrabai \u0026amp; Algazzaz, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), warranting further investigation into teacher support\u0026rsquo;s nuanced impact on learners\u0026rsquo; emotional responses.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e2.7 Research Gap\u003c/h2\u003e \u003cp\u003eCurrent research on foreign language anxiety and perceived teacher support exhibits significant gaps, particularly in the context of Chinese middle school education. While existing studies predominantly focus on adult learners, adolescents, who face unique developmental challenges, remain understudied. Additionally, most research examines simple pairwise relationships rather than exploring the triadic interactions among teacher support, anxiety, and emotional engagement. Although language skill-specific anxieties have been theorized, their interplay with teacher support in shaping emotional engagement remains underexplored, especially under China\u0026rsquo;s English Curriculum Standards (2022 Edition). Furthermore, teacher support studies often derive from STEM or physical education, neglecting EFL contexts where emotional vulnerability is heightened (Sadoughi \u0026amp; Hejazi, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Writing anxiety exemplifies these gaps, as research on Chinese middle school students is scarce, with little consideration of cultural and policy influences (Kusumaningputri et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Wahyuni et al., \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Thus, a developmentally and culturally grounded framework is needed to elucidate how skill-specific anxieties mediate the teacher support-emotional engagement relationship in Chinese EFL classrooms.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Data, Method and theoretical framework","content":"\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Definition of Key Concepts\u003c/h2\u003e \u003cp\u003eBased on Tardy\u0026rsquo;s (\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e1985\u003c/span\u003e) model, this study defines perceived teacher support as a multidimensional construct comprising emotional, appraisal, informational, and instrumental support. Emotional support includes care and empathy; appraisal involves feedback; informational covers academic guidance; instrumental provides tangible resources and time. Emotional engagement is defined as a dynamic process involving emotional states, self-regulation, and co-regulation among peers in response to the learning environment.\u003c/p\u003e \u003cp\u003eAdopting Horwitz et al. (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e1986\u003c/span\u003e), anxiety is conceptualized across four skills: listening (apprehension during comprehension), speaking (unease in oral discourse), reading (stress in text processing; \u0026Ccedil;apan \u0026amp; Pektas, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), and writing (fear in compositional tasks).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Research Method\u003c/h2\u003e \u003cp\u003eThis study employs Structural Equation Modeling (SEM) to examine how perceived teacher support influences emotional engagement through the mediation of reduced listening, speaking, reading, and writing anxiety. The questionnaire, adapted from established scales and aligned with the English Curriculum Standards (2022 Edition) (Ministry of Education, 2022), used reversed coding to ensure consistent positive phrasing.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e3.4 Questionnaire design\u003c/h2\u003e \u003cp\u003eThe perceived English teacher support scale was adapted from Liu and Li\u0026rsquo;s (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) Students\u0026rsquo; Perceived EFL Teacher Support Scale. The English classroom emotional engagement scale was based on the Foreign Language Classroom Emotional Engagement Scale developed by Yang and Zhang (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). During the psychometric screening phase, the listening anxiety scale was derived from Elkhafaifi\u0026rsquo;s (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2005\u003c/span\u003e) Foreign Language Learning Anxiety Scale (FLLAS). The speaking anxiety scale integrated the communication apprehension dimension of Horwitz\u0026rsquo;s (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The reading anxiety and writing anxiety scales were adopted from Saito et al. (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e1999\u003c/span\u003e)\u0026rsquo;s Foreign Language Reading Anxiety Scale. During the cognitive adaptation phase, the research team considered the cognitive characteristics of junior high school students, inviting a panel of three experienced English teachers to conduct three rounds of Delphi expert reviews aimed at optimizing scale wording. All questionnaire questions included in the quantitative analysis were positively expressed (for example, more anxiety reduction is represented as 5, less anxiety reduction is represented as 1) and were all questions on the Likert five point scale.\u003c/p\u003e \u003cp\u003eTo ensure the scientific rigor, convenience, and authenticity of data collection, the questionnaire was innovatively designed based on established instruments, a review of relevant literature, and the core content of English Curriculum Standards (2022 Edition). Subsequently, the questionnaire was distributed and collected accordingly.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e3.5 Theoretical framework\u003c/h2\u003e \u003cp\u003eKrashen's Affective Filter Hypothesis posits that comprehensible input alone is insufficient for successful second language acquisition. Learners\u0026rsquo; affective states act as a filter that regulates and potentially impedes the processing of linguistic input. Under conditions of a high affective filter, when learners experience anxiety, tension, lack of confidence, or low motivation, this filter is raised, obstructing comprehensible input from reaching the brain\u0026rsquo;s language acquisition device, and vice versa (Krashen, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e1982\u003c/span\u003e).. Even if the input is ideally structured, it may not be effectively absorbed\u003c/p\u003e \u003cp\u003eIn the present study, anxiety reduction corresponds to lowering the affective filter. Anxiety associated with listening, speaking, reading, and writing constitutes a primary component of a high affective filter. Supportive instructional practices like establishing a safe classroom environment, providing scaffolding serve to actively reduce students\u0026rsquo; affective filter.\u003c/p\u003e \u003cp\u003eFurthermore, \u0026ldquo;promoting emotional engagement\u0026rdquo; can be viewed as an outcome of a low affective filter. As anxiety diminishes, learners\u0026rsquo; affective states become more positive, characterized by increased willingness to engage, greater motivation, and enhanced self-confidence, manifesting the state of a lowered affective filter. In this condition, students are more inclined and better able to participate in classroom activities and engage in meaningful language practice and interaction.\u003c/p\u003e \u003c/div\u003e"},{"header":"4. Result","content":"\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Frequency analysis result\u003c/h2\u003e \u003cp\u003eIn the sampled student population, females constituted 544 individuals, representing 53.65% of the total. The majority of students were enrolled in Grade 7 (468 individuals), accounting for 46.15% of the sample (See Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFrequency analysis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOption\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRatio (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e470\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e46.35\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e544\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e53.65\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eGrade\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrade 7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e468\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e46.15\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrade 8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e311\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30.67\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrade 9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e235\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e23.18\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAccount\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe alpha coefficient is 0.958, which comprehensively indicates that the data reliability is high. Sample size is 1014. KMO value is 0.961, which is higher than 0.9, indicating that the research data are suitable for extracting information. Therefore, the processed data have high reliability and validity.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003e4.1 CFA result\u003c/h2\u003e \u003cp\u003eGuided by the literature review and established theoretical framework, this study employed confirmatory factor analysis (CFA) to examine the validity. The CFA approach was adopted because the preliminary construction of the influencing pathway was already theoretically grounded in Affective Filter Hypothesis and Compulsory Education\u0026rsquo;s English Curriculum Standards (2022 Edition), thus allowing for empirical verification within this conceptual framework. This Confirmatory factor analysis (CFA) analysis is carried out for a total of 6 factors, and 62 analysis items. The effective sample size of this analysis is 1014, which is 10 times more than the number of analyzed items, and the sample size is moderate (See Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCFA result\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFactor\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumber\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerceived teacher support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmotional engagement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eListening anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpeaking anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReading anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWriting anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAccount\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSample size\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1014\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe model fitting indicators are as follows. There are may fit indices. It is difficult for all indicators to meet the standard, so as long as a portion of the indicators meet the standard is sufficient. In this study, RMSEA\u0026thinsp;=\u0026thinsp;0.088, PGFI\u0026thinsp;=\u0026thinsp;0.525, PNFI\u0026thinsp;=\u0026thinsp;0.686, PCFI\u0026thinsp;=\u0026thinsp;0.709. Root mean square error of approximation (RMSEA)\u0026thinsp;\u0026lt;\u0026thinsp;0.1 is acceptable (Doll et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). In existing research, PGFI/PNFI/PCFI\u0026thinsp;\u0026ge;\u0026thinsp;0.50 serves as the minimum acceptable threshold for models, representing the most fundamental baseline. When all three indices meet or exceed 0.50, the model demonstrates basic explanatory power. These findings indicate that this study satisfies the standards for acceptable fit (Abd-El-Fattah, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; de la Rubia et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Sathyanarayana \u0026amp; Mohanasundaram, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Syah et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Therefore, overall, the goodness-of-fit of this study meets the basic requirements, and model fitting is acceptable.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Structural Equation Modeling Analysis (SEM) result\u003c/h2\u003e \u003cp\u003ePerceived teacher support has a significant positive effect on classroom emotion engagement (β\u0026thinsp;=\u0026thinsp;0.740. Perceived teacher support has a significant positive effect on reducing reading anxiety (β\u0026thinsp;=\u0026thinsp;0.090). Perceived teacher support has a significant positive effect on reducing writing anxiety (β\u0026thinsp;=\u0026thinsp;0.145).\u003c/p\u003e \u003cp\u003eReading anxiety reduction has a significant positive effect on listening anxiety reduction (β\u0026thinsp;=\u0026thinsp;0.598). Reading anxiety reduction also has a significant positive effect on speaking anxiety reduction (β\u0026thinsp;=\u0026thinsp;0.653).\u003c/p\u003e \u003cp\u003eWriting anxiety reduction has a significant positive effect on speaking anxiety reduction (β\u0026thinsp;=\u0026thinsp;0.433).\u003c/p\u003e \u003cp\u003eSpeaking anxiety reduction has significant positive effect on listening anxiety reduction (β\u0026thinsp;=\u0026thinsp;0.238) and classroom emotional engagement (β\u0026thinsp;=\u0026thinsp;0.173).\u003c/p\u003e \u003cp\u003eListening anxiety reduction has a significant negative effect on classroom emotional engagement (β=-0.108).\u003c/p\u003e \u003cp\u003eIn the area of teacher support, the teacher\u0026rsquo;s care for students\u0026rsquo; English learning contributes to teacher support (β\u0026thinsp;=\u0026thinsp;0.829). The English teacher\u0026rsquo;s understanding of the difficulties students encounter in learning English (β\u0026thinsp;=\u0026thinsp;0.826).\u003c/p\u003e \u003cp\u003eRegarding reading anxiety reduction, significant contributions come from behaviors like \u0026ldquo;students do not feel nervous even when facing unfamiliar topics\u0026rdquo; (β\u0026thinsp;=\u0026thinsp;0.897), \u0026ldquo;students do not feel depressed or frightened upon seeing a full page of English text\u0026rdquo; (β\u0026thinsp;=\u0026thinsp;0.858).\u003c/p\u003e \u003cp\u003eRegarding writing anxiety reduction, the behavior with the greatest contributions is \u0026ldquo;students are calm when writing an English composition within the allotted time\u0026rdquo; (β\u0026thinsp;=\u0026thinsp;0.934).\u003c/p\u003e \u003cp\u003eRegarding speaking anxiety reduction, the behavior with the greatest contributions is \u0026ldquo;when a student is required to speak in English in class without prior preparation, they do not start to panic\u0026rdquo; (β\u0026thinsp;=\u0026thinsp;0.817).\u003c/p\u003e \u003cp\u003eRegarding listening anxiety reduction, the behaviors that contribute the most are: \u0026ldquo;when a student is not very familiar with the topic of an English listening passage, they do not feel very nervous\u0026rdquo; (β\u0026thinsp;=\u0026thinsp;0.877), \u0026ldquo;when encountering words with unfamiliar pronunciation during English listening practice, students do not feel uneasy\u0026rdquo; (β\u0026thinsp;=\u0026thinsp;0.876).\u003c/p\u003e \u003cp\u003eIn the domain of classroom emotional engagement, the greatest contributions are from students feeling excited (β\u0026thinsp;=\u0026thinsp;0.876) and interested (β\u0026thinsp;=\u0026thinsp;0.870). In English classes, the ability of students to adjust their emotional state by altering their perception and evaluation of their own situation (β\u0026thinsp;=\u0026thinsp;0.865) makes considerable contribution. Students\u0026rsquo; ability to empathize with the characters\u0026rsquo; emotions and intentions by stepping into their roles has positive impact on emotional engagement (β\u0026thinsp;=\u0026thinsp;0.861) (See Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSummary Table of Model Regression Coefficients\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndependent variable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDependent variable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eSE\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003ez\u003c/em\u003e (CR)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eβ\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerceived teacher support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eReading anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.281\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.090\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerceived teacher support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eWriting anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.570\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.145\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerceived teacher support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEmotional engagement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.072\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e18.576\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.740\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReading anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eListening anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.209\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.163\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.598\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReading anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSpeaking anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.715\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.192\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.653\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWriting anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSpeaking anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.246\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.680\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.433\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpeaking anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eListening anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.934\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.238\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpeaking anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEmotional engagement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.036\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.185\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.173\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eListening anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEmotional engagement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.172\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-2.797\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.005\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.108\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"11\" rowspan=\"12\"\u003e \u003cp\u003ePerceived teacher support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX1: My English teacher shares online learning resources (e.g., vocabulary apps) with me\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.091\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15.046\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.521\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX2: My English teacher recommends suitable extracurricular reading materials for me\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.092\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e16.964\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.600\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX3: My English teacher recommends suitable study materials tailored to my needs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.095\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17.164\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.608\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX4: I believe my English teacher understands the challenges I face in learning English\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.076\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.808\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.826\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX5: I sense my English teacher holds high expectations for me\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.073\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20.784\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.774\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX6: My teacher remains patient with my English studies and never gives up on me, even with my weak foundation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.060\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.645\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.818\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX7: I feel my teacher genuinely cares about my English learning progress\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.063\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.859\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.829\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX8: We learn test-taking strategies, template sentence patterns, and vocabulary usage examples in English class\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.059\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20.826\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.776\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX9: We expand our learning to cultural knowledge beyond textbook content in English class\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.068\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e19.398\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.708\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX10: Teachers provide targeted instruction on our weak areas (e.g., attributive clauses) in English class\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.066\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20.845\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.777\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX11: In English class, teacher shows us strategies to tackle problems with limited knowledge, like inferring unknown words from context\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.060\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e19.332\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.705\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX12: In English class, we learn pronunciation, fixed expressions, and other language aspects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.629\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"10\" rowspan=\"11\"\u003e \u003cp\u003eReading anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX13: I am familiar with ideas and cultures of English-speaking countries in articles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.160\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.648\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX14: Reading is the easiest skill to master in English learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.038\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.232\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.580\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX15: I believe reading English will no longer feel difficult once it becomes a habit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.235\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.683\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.092\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.059\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX16: After reading unfamiliar vocabulary, I find it easy to recall the content I just read\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.324\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.278\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.734\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX17: I do not translate English materials word by word while reading\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.767\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.111\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.402\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX18: Not knowing every word in an English passage does not cause me anxiety and confusion\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.595\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.298\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.855\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX19: I do not feel tense when encountering unfamiliar topics in English reading materials\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.636\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.303\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.897\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX20: A full page of English text does not make me feel overwhelmed and fearful\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.654\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.298\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.858\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX21: I am not frustrated when I cannot retain what I read in English\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.459\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.288\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.788\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX22: I do not feel anxious when I recognize individual words but fail to understand the sentence's overall meaning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.345\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.281\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.749\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX23: I believe my English reading proficiency is high\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.138\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"8\" rowspan=\"9\"\u003e \u003cp\u003eWriting anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX24: I do not fear having my English essay selected for class discussion or as an example for feedback\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.695\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.063\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.699\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX25: I am willing to write essays in English\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.687\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.062\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.697\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX26: I do not feel panic when writing English essays under time pressure\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.858\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.169\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.934\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX27: My thoughts are clear when writing English essays within a time limit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.829\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.159\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.901\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX28: I am not worried about receiving a low score when my English essay is about to be graded\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.767\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.111\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.782\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX29: When writing under time constraints, I do not experience trembling hands or cold sweats due to nervousness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.802\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.871\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX30: I do not struggle to start writing when beginning an English essay\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.764\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.131\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.825\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX31: I do not feel anxious or uneasy when writing English essays if I know they will be graded by a teacher\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.725\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.121\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.802\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX32: I consider my English writing proficiency to be high\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.195\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"7\" rowspan=\"8\"\u003e \u003cp\u003eSpeaking anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX33: When speaking English in class without preparation, I am not panicking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.068\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e19.636\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX34: In English class, when asked to publicly answer questions, my heart does not race with intense fear\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.066\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e19.527\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.809\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX35: I am better than other classmates in speaking English\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.063\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17.887\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.708\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX36: When speaking English in class, I do not worry that classmates might laugh at me\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.065\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17.789\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.703\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX37: I actively participate in English discussions during class and do not overly care about others\u0026rsquo; opinions of me\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.056\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.290\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.213\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX38: In English class, I am willing to speak in English when interacting with the teacher\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.055\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7.644\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.261\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX39: In English class, I am willing to speak up within small groups and communicate with classmates in English\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.054\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7.082\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.241\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX40: My spoken English is good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.601\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"10\" rowspan=\"11\"\u003e \u003cp\u003eListening anxiety reduction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX41: When doing English listening comprehension, I am not confused and can remember what I have heard\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.174\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.755\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.750\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX42: I do not translate word by word when I am doing English listening comprehension\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.864\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.671\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.549\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX43: By the time I get past the strange sounds in English, it is hard to remember what I had listened\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.199\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.758\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.758\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX44: I do not feel nervous when I am not familiar with the topic of listening material\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.329\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.782\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.877\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX45: It does not bother me to encounter words I cannot pronounce while doing English listening comprehension\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.347\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.782\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.876\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX46: I do not get upset when I am not sure whether I understand what I am doing English listening comprehension\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.323\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.779\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.860\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX47: The thought of doing English listening practice does not terrify me\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.148\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.747\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.720\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX48: During English listening practice, encountering unfamiliar grammar does not frustrate me\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.160\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.756\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.751\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX49: I feel confident while doing English listening comprehension\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.320\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.590\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.172\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX50: I enjoy doing English listening comprehension\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.284\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.115\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.131\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eX51: I am satisfied with the level of English listening comprehension that I have achieved so far\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.153\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"10\" rowspan=\"11\"\u003e \u003cp\u003eEmotional engagement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eY1: When classmates want to give up on learning English, I encourage them to persist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.035\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e26.071\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.704\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eY2: In class, I foster a positive atmosphere by showing kindness and inclusiveness to peers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.030\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e27.688\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.734\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eY3: At school, I comfort classmates who feel discouraged due to academic challenges\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.034\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25.391\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.691\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eY4: In English class, I can regulate my emotions by altering my views and evaluations of external situations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.030\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35.578\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.860\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eY5: In English class, I can adjust my emotions by changing my perspective and self-evaluation of personal situations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.029\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35.761\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.863\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eY6: In English class, I can understand the emotions and intentions the textbook authors aim to convey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.031\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e33.746\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.834\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eY7: In English class, I can empathize with the characters\u0026rsquo; emotions and intentions by stepping into their roles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.031\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35.669\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.861\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eY8: In English class, I feel interested\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.030\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e36.339\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.870\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eY9: In English class, I feel relaxed\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.032\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35.836\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.864\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eY10: In English class, I feel excited\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.032\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e36.719\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.876\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026rarr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eY11: In English class, I feel happy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.841\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe specific impact pathway diagram is as follows (See Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cp\u003ePerceived teacher support exerts a direct positive influence on emotional engagement, reading anxiety reduction, and writing anxiety reduction. Teachers\u0026rsquo; emotional support is a key factor influencing students\u0026rsquo; engagement in learning. Such support, which includes demonstrating care, empathy, respect, and encouragement, helps create a safe and positive classroom climate (Kikas \u0026amp; Tang, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). In such an environment, students are more willing to participate and less afraid of making mistakes, thereby experiencing more positive emotions, like enjoyment and pride, and fewer negative emotions, such as anxiety and boredom (Lei et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWhen teachers provide clear instructions, constructive feedback (as opposed to punitive criticism), encouragement to attempt challenging tasks, and demonstrate understanding of students\u0026rsquo; difficulties, students\u0026rsquo; sense of security increases. This, in turn, reduces their anxiety when facing demanding tasks (Li et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).This study demonstrates that teacher support significantly reduces anxiety in receptive and productive skills (Vargas-Madriz et al., \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). For reading, support operates through empathetic communication and strategic guidance (Marashi \u0026amp; Rahmati, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). In writing, structured input and procedural guidance mitigate anxiety through reduced cognitive load and improved metacognition.\u003c/p\u003e \u003cp\u003eHowever, teacher support does not directly reduce listening and speaking anxiety. Instead, it exerts indirect effects through mediation by reduced reading and speaking anxiety. These findings underscore the skill-specific mechanisms through which teacher support alleviates language anxiety. This study reveals significant cross-skill mediation in language anxiety reduction. Reduced reading anxiety positively predicts decreases in both speaking and listening anxiety, a transfer effect supported by the mechanisms of sustained written input and enhanced linguistic representation (Sadoughi \u0026amp; Hejazi, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSimilarly, a reduction in writing anxiety correlates with lower speaking anxiety, aligning with the role of deliberate production in fostering linguistic automation and metacognitive monitoring. From a cognitive perspective, working memory model explains these transfers through optimized phonological loop functioning and efficient central executive resource allocation. Furthermore, shared lexical access pathways, particularly involving the left inferior frontal gyrus, provide a neurocognitive basis for anxiety reduction between oral and listening domains (Hintz et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003ePerceived teacher support significantly enhances classroom emotional engagement. Reduced speaking anxiety mediates this relationship, facilitating greater emotional investment. When students\u0026rsquo; foreign language speaking anxiety is reduced, their emotional engagement in the classroom tends to increase. Speaking anxiety is one of the most common and intense forms of anxiety in the language classroom. As this anxiety diminishes, students become more willing and confident to participate in interactive activities such as questioning, answering, and group discussions. Such active participation is itself a manifestation of emotional engagement, while successful involvement also generates a sense of achievement and enjoyment, thereby further enhancing positive emotional experiences.\u003c/p\u003e \u003cp\u003eReading and writing are processes through which students interact with educational materials and require relatively less emotional engagement. In contrast, listening and speaking involve interactions between students and instructors or other participants and demand relatively higher emotional engagement. Therefore, teacher support influences students' interpersonal learning behaviors (listening and speaking) through their individual learning behaviors (reading and writing), ultimately affecting their classroom emotional engagement. This pathway aligns with the empowerment logic and functional mechanism of educational resources (Luan et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eListening anxiety reduction negatively affects emotional engagement. In Chinese EFL classrooms, listening input predominantly derives from teacher speech and audio materials, a pedagogical reality creating a \u0026ldquo;double-edged sword\u0026rdquo; scenario. Instructional processing barriers (failed comprehension of teacher directives) disrupt task execution, showing that anxiety reduction alone cannot compensate for comprehension-based participation failure. Audio material limitations (single/double playback protocols) induce attentional depletion, revealing that anxiety reduction\u0026rsquo;s engagement benefits on emotional engagement may be nullified if instructional design fails to scaffold comprehension success. Listening instructional materials are diverse, encompassing video and audio formats. Classroom-based listening instruction often poses challenges to sustained student attention due to its entertaining nature and the absence of direct instructional interaction. Distraction and inattention in class are often accompanied by reduced anxiety. This characteristic can lead students to unconsciously lapse into distraction or a passive state, leading to comprehension failure and participation disruption, thereby reducing their classroom emotional engagement (Philp \u0026amp; Duchesne, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). A student who feels no anxiety because the task is perceived as unchallenging, too difficult or irrelevant may not feel enjoyment, but rather boredom. This state of \u0026ldquo;comfortable disengagement\u0026rdquo; is insidious. The student appears calm and compliant, a seemingly positive outcome from an anxiety-reduction perspective, but is emotionally and cognitively checked out. Their silence in the classroom may not be the result of anxiety, but of apathy and a failure to engage (Yang \u0026amp; Xu, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). A small number of students exhibit poor performance and low motivation in English learning, showing an attitude of indifference and neglect, which is particularly evident in the context of English listening (Chen \u0026amp; Chang, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Li et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). This \u0026ldquo;low anxiety\u0026rdquo; reflects emotional numbness and detachment, likely stemming from a psychological defense mechanism or learned helplessness. Rather than a positive mental state, it manifests as a combination of profound negative emotions, and a lack of intrinsic motivation. As students see little hope of success, they disengage emotionally, thereby also \u0026ldquo;abandoning\u0026rdquo; the associated anxiety (Tan, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Consequently, low English listening anxiety contributes to low emotional engagement.\u003c/p\u003e \u003cp\u003e From another perspective, listening and speaking are processes that involve interaction between students, teachers, and other participants, and require relatively high levels of emotional engagement. However, listening is an input-oriented learning behavior, while speaking is output-oriented, each exerts a distinct influence on emotional engagement. Chinese students often struggle to balance these two skills, and many tend to adopt the role of a \u0026ldquo;silent listener\u0026rdquo; (Cai \u0026amp; Xing, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Therefore, when students possess stronger listening abilities (lower listening anxiety), they may prefer to remain listeners in class rather than active speakers or participants. This tendency may lead to a reduction in observable student emotional engagement (Wang et al., \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFrom the perspective of the relationship between latent and observed variables, teacher support encompasses care, patience, encouragement, and sympathy (Li et al., 2023). Teacher caring behavior shows a significant association with EFL learning anxiety and influences students\u0026rsquo; anxiety levels through mediating effects such as learning engagement and learning strategies. A teacher who understands why a student is struggling can offer targeted academic help rather than generic encouragement. Expertise, open communication and empathy build trust and strengthen the teacher-student relationship, thereby increasing perceived support (Joseph, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe use of reading strategies has a significant negative predictive effect on reading anxiety. When students master effective coping strategies, like guessing word meanings and skimming, they become more capable of handling unfamiliar texts and vocabulary, thereby reducing feelings of fear and confusion (Heidari \u0026amp; Nosratinia, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). After practicing on specific reading platforms, students exhibit reduced English anxiety and increased confidence in reading (Akopyan \u0026amp; Saks, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWriting learning, often structured as a timed task, constitutes a typical stressor that can easily trigger \u0026ldquo;performance anxiety.\u0026rdquo; Under such conditions, an individual\u0026rsquo;s attention and cognitive resources become occupied by worry and negative emotions, leading to mental confusion and psychological panic. Therefore, \u0026ldquo;inner calm\u0026rdquo; and \u0026ldquo;clarity of thought\u0026rdquo; directly counteract the core symptoms of anxiety and contribute to the reduction of writing anxiety (Ocak \u0026amp; Hocaoğlu, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e There is a negative correlation between speaking anxiety and oral language performance. The behavior of \u0026ldquo;panicking when required to speak in English in class without prior preparation\u0026rdquo; has been identified as a key item in anxiety scales that negatively correlates with oral performance (Pike \u0026amp; Raymundo, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This situation is a classic trigger for what is known as foreign language classroom anxiety. Similarly, physiological responses such as one's \u0026ldquo;heart racing\u0026rdquo; is hallmark symptoms of acute anxiety that is also empirically linked to poorer oral outcomes (Dana \u0026amp; Aminatun, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). It is clear from the research that the absence of these panic and fear responses allows learners to access their linguistic resources more effectively, leading to improved oral proficiency.\u003c/p\u003e \u003cp\u003eIn the context of listening comprehension, behaviors such as not feeling nervous when the topic is unfamiliar, not being unsettled by words with unfamiliar pronunciation, and not feeling frustrated when unable to understand altogether indicate a \u0026ldquo;tolerance of ambiguity\u0026rdquo;. Listening input is characterized by its transient nature, irreversibility, and high information density. Unlike in reading, learners cannot control the pace or revisit content easily. Therefore, listening anxiety often stems from a compulsive desire for complete comprehension and a fear of missing information. When learners can accept that they may not understand every word or detail, and still remain calm and attempt to grasp the general meaning, their listening anxiety is fundamentally alleviated.\u003c/p\u003e \u003cp\u003eEmotional engagement refers to students\u0026rsquo; affective reactions during learning activities, with positive emotions such as interest, enjoyment, excitement, and enthusiasm being its core components (Li \u0026amp; Zin, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Regulating emotions by altering one\u0026rsquo;s perspective reflects the psychological strategy of cognitive reappraisal, which is an advanced form of emotion regulation. Emotion regulation, or more broadly, self-regulation, plays an important role in language learning and student engagement. This suggests that effective English learners are not only able to experience positive emotions, but also proactively manage their emotional states (Chen et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e"},{"header":"6. Conclusion","content":"\u003cp\u003eIn conclusion, this study provides empirical evidence that perceived teacher support significantly enhances emotional engagement in junior high school English classrooms under China's 2022 English Curriculum Standards, while simultaneously reducing reading and writing anxieties. The structural equation modeling analysis reveals a complex mediation pathway where teacher support indirectly alleviates listening and speaking anxieties through its impact on reading and writing anxieties. Notably, the finding that reduced listening anxiety negatively predicts emotional engagement challenges conventional assumptions, suggesting a nuanced affective dynamic in input-based language learning. These results extend Krashen's Affective Filter Hypothesis by demonstrating skill-specific anxiety mechanisms and multidimensional teacher support effects\u003c/p\u003e"},{"header":"7. Limitation and implication","content":"\u003cdiv id=\"Sec26\" class=\"Section2\"\u003e \u003ch2\u003e7.1 Limitations\u003c/h2\u003e \u003cp\u003eHere are limitations. Student heterogeneity is overlooked, potentially skewing anxiety profiles. Combining anxieties across skills obscures distinct mechanisms between input and output processes. The impact of listening anxiety reduction on emotional engagement warrants further in-depth investigation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec27\" class=\"Section2\"\u003e \u003ch2\u003e7.2 Implications\u003c/h2\u003e \u003cp\u003eThis study offers practical and theoretical implications. For teachers, it underscores the need to integrate emotional, instructional, and resource support to mitigate skill-specific anxieties, like using AI tools for speaking practice, scaffolded listening tasks, and cultural annotations in reading. Policymakers should emphasize anxiety-aware pedagogy in teacher training under the English Curriculum Standards (2022 Edition) (Ministry of Education, 2022).\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003eEthics approval and consent to participate\u003c/p\u003e\n\u003cp\u003eThis study adheres to the fundamental principles of social science research regarding informed consent, confidentiality, anonymity, and minimal risk in ethical considerations.\u003c/p\u003e\n\u003cp\u003eEthics Review Committee of the Faculty of Education at Beijing Normal University approved this study.\u003c/p\u003e\n\u003cp\u003eThis study strictly adheres to the ethical principles of the Helsinki Declaration regarding the study of human subjects\u003c/p\u003e\n\u003cp\u003eGiven that the survey participants were all minors, this study implemented a strict dual informed consent procedure (guardian informed consent and participant consent). The questionnaire is in paper format and filled out completely anonymously.\u003c/p\u003e\n\u003cp\u003eThe authors confirm that this study did not receive any external funding.\u003c/p\u003e\n\u003cp\u003eAll authors agree to publish this article.\u003c/p\u003e\u003cp\u003e \u003ch2\u003eEthics approval and consent to participate\u003c/h2\u003e \u003cp\u003e This study adheres to the fundamental principles of social science research regarding informed consent, confidentiality, anonymity, and minimal risk in ethical considerations.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eWei and Wang wrote the main manuscript text. All authors reviewed the manuscript. Wei was responsible for research design, data analysis, result presentation, discussion, and other aspects. 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Int J Behav Sci. 2013;7(3):279\u0026ndash;88.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Perceived Teacher Support, Emotional Engagement, Foreign Language Anxiety, Foreign Language Skill-Specific Anxiety","lastPublishedDoi":"10.21203/rs.3.rs-8228872/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8228872/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigates the mechanisms through which perceived teacher support influences emotional engagement in Chinese junior high school English classrooms under the 2022 English Curriculum Standards. Using structural equation modeling (SEM) with a sample of 1,014 students, the research examines the mediating roles of four skill-specific foreign language anxieties (listening, speaking, reading, and writing). Teacher support enhances emotional engagement (β = 0.740) and reduces reading (β = 0.090) and writing anxiety (β = 0.145). Anxiety reduction predicts decreases in listening (β = 0.598) and speaking anxiety (β = 0.653). Writing anxiety reduction lowers speaking anxiety (β = 0.433). Surprisingly, listening anxiety reduction negatively impacts emotional engagement (β=-0.108), suggesting complex affective dynamics in input-based learning. The study extends Krashen's Affective Filter Hypothesis by demonstrating multidimensional support mechanisms and skill-specific anxiety pathways. Key practical implications include the need for differentiated pedagogical strategies addressing distinct anxiety types. Findings align with China's educational reforms emphasizing core competencies and affective dimensions in language learning.\u003c/p\u003e","manuscriptTitle":"Perceived teacher support on junior high school students’ emotional engagement in english class: based on a structural equation modeling analysis","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-21 13:48:40","doi":"10.21203/rs.3.rs-8228872/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-01T10:54:20+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-25T04:34:23+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-23T13:02:26+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"201671978825782520661975116782648662559","date":"2026-03-23T11:44:12+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"143406905340303189779811799046871992943","date":"2026-03-23T04:39:37+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"326027064694041430768439681281414137356","date":"2026-03-23T04:35:33+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-22T19:25:46+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-21T10:18:34+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"123067087088574623055963691359813961692","date":"2026-03-21T10:07:50+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"22105891335090037740600242102060526058","date":"2026-03-21T08:30:34+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-01-20T01:59:04+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-01-20T01:53:31+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-01-19T17:28:46+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-02T17:10:30+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-12-02T17:03:11+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"98e1191d-70b6-4414-97e3-6acb215038f5","owner":[],"postedDate":"January 21st, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-13T10:09:53+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-21 13:48:40","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8228872","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8228872","identity":"rs-8228872","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}