Related Experiment Video
Updated: Jul 13, 2025

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning
Published on: January 29, 2020
Chinese EFL learners' empowerment: does teacher care and confirmation matter?
Min Li1, Zhesen Chu2
1Department of Foreign Languages and Economics, Jiaozuo Normal College, Jiaozuo, Henan, China.
Introduction:
Inspired by the rhetorical/relational goal theory, the current inquiry evaluated the role of two teacher relational behaviors, namely care and confirmation, in predicting Chinese EFL learners' empowerment.
Methods:
To do this, we administered three closed-ended scales to 391 Chinese students who studying English as a foreign language in various educational institutions in China. Students' attitudes toward the interplay between teacher care, teacher confirmation, and learner empowerment were statistically analyzed using IBM SPSS Amos software.
Results:
The results uncovered that teacher confirmation and teacher care serve an essential role in improving Chinese EFL learners' empowerment. This indicates that EFL learners' empowerment strictly depends on the relational behaviors that teachers employ in instructional-learning contexts.
Discussion:
The study outcomes may have some theoretical and practical implications for L2 researchers, language teachers, and teacher trainers.
Related Concept Videos
Self-Evaluation: Self-Enhancement and Self-Verification
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
Language and Cognition
The Sense of Self: Reflected Self-Appraisal and Social Comparison
Empathy
Socioemotional Experience and Gender Development

