NON-ENGLISH MAJOR STUDENTS’ INSIGHTS ON TEACHER SUPPORT IN EFL CLASSROOMS
Abstrak terlihat: 0 / PDF terunduh: 0DOI:
https://doi.org/10.37147/eltr.v9i2.248Keywords:
EFL classrooms, NEMS, teacher supportAbstract
Teacher support (henceforth TS) in EFL classrooms emerges as psychological empowerment for non-English major students (henceforth NEMS) even though not all EFL teachers are aware with such communicative interaction. Grounded from the rationale, this current study investigated how the EFL teachers contributed to English skill development of students who did not engage with English majors. With a total of 279 students from various majors voluntarily participated in an online survey, ensuring that they selected appropriate perceptions. The findings disclosed that the EFL teachers had both positive and negative contributions towards NEMS English learning experiences. However, such imbalanced supports seemed to be randomly performed by different teachers in different contexts, meaning that similar EFL teachers treated students’ English learning differently when they were influenced by other factors, such as students’ difficulty level or teacher competence. In short, it is believed that TS leads to NEMS positive attitude and understanding towards English skills. A recommendation is highly expected to configure how every EFL teacher determines academic or social support for all NEMS in the current and future EFL classrooms.
Downloads
References
Chi, S., Sun, J., Chen, S., Lv, F., & Wang, Z. (2024). Enhancing science achievement through inquiry activities: the critical role of perceived teacher support. International Journal of Science Education, 1–21. https://doi.org/10.1080/09500693.2024.2413927
Chiu, T. K. F., Moorhouse, B. L., Chai, C. S., & Ismailov, M. (2023). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments, 32(7), 3240–3256. https://doi.org/10.1080/10494820.2023.2172044
Demirbuken, B., & Mutlu-Gülbak, G. (2025). Raising awareness on classroom interaction competence through SETT. ELTR Journal, 9(1), 1-17. https://doi.org/10.37147/eltr.v9i1.224
Gao, Y., Gan, L., & Zhang, D. (2023). The mediating role of perceived teacher emotional support in EFL students’ social-emotional competence and psychological well-being: a structural equation modelling (SEM) study. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2023.2260787
Gitschthaler, M., Erling, E. J., & Schwab, S. (2024). Segregation or Integration? German language support teachers’ beliefs about ‘ideal’ language support models in Austria. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2024.2301990
Giurastante, F. (2024). Motivation and professional development needs of foreign language teacher educators. European Journal of Teacher Education, 1–17. https://doi.org/10.1080/02619768.2024.2376069
Hejazi, S. Y., & Sadoughi, M. (2022). How does teacher support contribute to learners’ grit? The role of learning enjoyment. Innovation in Language Learning and Teaching, 17(3), 593–606. https://doi.org/10.1080/17501229.2022.2098961
Hwang, Y., & Lee, S. M. (2024). ‘Can we go to Tower Bridge?’: teaching British culture from text to immersive realities. Innovation in Language Learning and Teaching, 1–12. https://doi.org/10.1080/17501229.2024.2439406
Jiang, L., Zang, N., Zhou, N., & Cao, H. (2021). English teachers’ intention to use flipped teaching: interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support. Computer Assisted Language Learning, 35(8), 1890–1919. https://doi.org/10.1080/09588221.2020.1846566
Lee, J. S., & Lee, K. (2018). Perceptions of English as an international language by Korean English-major and non-English-major students. Journal of Multilingual and Multicultural Development, 40(1), 76–89. https://doi.org/10.1080/01434632.2018.1480628
Li, A. R. P., Liu, S. Y., & Lin, J. J. H. (2025). The role of science attitudes, parental support, and teacher support in fostering students’ resilience. International Journal of Science Education, 1–23. https://doi.org/10.1080/09500693.2024.2439085
Li, X. (2025). A Study on EFL Vocabulary Teaching for Non-English Major College Students in China Based on Multimodal Theory. World Journal of English Language, 15(3), 267–278.
Li, Y., & Zhang, L. (2023). Effects of EFL Learners' Perceived Social Support on Academic Burnout: The Mediating Role of Interaction Engagement. SAGE Open, 13(1), 1–12.
Liu, H., Li, X., & Yan, Y. (2023). Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety: The mediation of L2 grit. Journal of Multilingual and Multicultural Development, 46(4), 1095–1108. https://doi.org/10.1080/01434632.2023.2223171
Matsnieva, O. (2018). Practitioner of EFL for Non-English Major Undergraduates: Specific Professional Needs. Journal of Teaching English for Specific and Academic Purposes, 6(3), 467–474.
Merga, M. K., Mat Roni, S., & Mason, S. (2020). Teachers’ perceptions of their preparedness for supporting struggling literacy learners in secondary English classrooms. English in Education, 54(3), 265–284. https://doi.org/10.1080/04250494.2020.1775488
Morris, T. H. (2020). Creativity through self-directed learning: three distinct dimensions of teacher support. International Journal of Lifelong Education, 39(2), 168–178. https://doi.org/10.1080/02601370.2020.1727577
Mudra, H. (2024). EFL students’ attitudes towards academic reading in writing for international publication. ELTR Journal, 8(2), 103-118. https://doi.org/10.37147/eltr.v8i2.195
Ngo, H., Spooner-Lane, R., & Mergler, A. (2015). A comparison of motivation to learn English between English major and non-English major students in a Vietnamese university. Innovation in Language Learning and Teaching, 11(2), 188–202. https://doi.org/10.1080/17501229.2015.1094076
Nurie Bogale, Y., & Wale, B. D. (2024). The matrix of ELT (English Language Teaching): students’ perceptions about qualities of an effective teacher. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2301882
Ong, Y. L. M., & Kawata, M. (2023). Teacher support for children’s base-10 understanding in Japanese kindergartens. International Journal of Early Years Education, 1–17. https://doi.org/10.1080/09669760.2023.2259443
Peng, N., & Chen, X. (2023). Model-based learning towards environment in cross-cultural communication: a mediating role of technology innovation acceptance in culture congruence and English language teaching for environmental education. Economic Research-Ekonomska Istraživanja, 36(3). https://doi.org/10.1080/1331677X.2022.2162946
Qian, L. (2023). Chinese EFL university teachers’ perceptions of culture teaching and their pedagogical practices. Language and Intercultural Communication, 24(6), 679–692. https://doi.org/10.1080/14708477.2023.2283702
Radulovi?, M., Radulovi?, L., & Stan?i?, M. (2022). Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. British Journal of Sociology of Education, 43(7), 1012–1031. https://doi.org/10.1080/01425692.2022.2092449
Sadoughi, M., Hejazi, S.Y. (2022). Development and validation of Foreign Language Teacher Support Scale (FLTSS). Lang Test Asia, 12(30). https://doi.org/10.1186/s40468-022-00186-1
Sincer, I., Volman, M., van der Veen, I., & Severiens, S. (2022). Students’ citizenship competencies: The role of ethnic school composition and perceived teacher support. Theory & Research in Social Education, 50(1), 125–155. https://doi.org/10.1080/00933104.2021.2014375
Suhartini, S., & Ulfa, S. M. (2024). Students’ perception of digital reading texts: A case study at the English education department of STKIP PGRI Bangkalan. ELTR Journal, 8(2), 144-154. https://doi.org/10.37147/eltr.v8i2.184
Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: a meta-analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168
Wang, Y., Liu, X., & Zhang, L. (2023). The Relationship Between Teacher Care Behavior and EFL Learning Anxiety: The Mediating Role of Learning Engagement and Learning Strategies. Frontiers in Psychology, 14, 804313.
Wang, H., King, R. B., & McInerney, D. M. (2021). Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education, 38(2), 121–142. https://doi.org/10.1080/02671522.2021.1961293
Wang, J., Bai, B., & Song, H. (2021). Primary school students’ acceptance of computer-mediated collaboration in English writing: the role of peer and teacher support. Computer Assisted Language Learning, 35(9), 2452–2475. https://doi.org/10.1080/09588221.2021.1881974
Wong, L. P. W., Chen, G., & Yuen, M. (2023). Career development and the COVID-19 outbreak: protective functions of career-related teacher support. British Journal of Guidance & Counselling, 52(6), 1118–1134. https://doi.org/10.1080/03069885.2023.2211225
Yang, Y., & Du, C. (2023). The predictive effect of perceived teacher support on college EFL learners’ online learning engagement: autonomous and controlled motivation as mediators. Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2023.2259879
Zheng, Q., Yuan, Z., & Pan, X. (2024). Examining the influencing effect of EFL students’ digital literacy on their online learning power: the mediating role of perceived teacher support. Asia Pacific Journal of Education, 45(1), 20–34. https://doi.org/10.1080/02188791.2024.2404669
Zhou, H. (2011). Enhancing Non-English Majors' EFL Motivation through Cooperative Learning. Procedia Environmental Sciences, 12, 1317–1323.
Zhou, M., Liu, X., & Guo, J. (2023). The mediating effect of self-efficacy between teacher emotional support and interaction engagement in EFL learning. Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2023.2267033
Zhou, P., Sun, W., Zhou, Y., & Li, T. (2024). Teacher support promotes the classroom engagement of mathematically poor students: a moderated mediation model. Educational Psychology, 44(8), 852–871. https://doi.org/10.1080/01443410.2024.2405150
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Heri Mudra
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
