Measuring Saudi Arabian Students' Engagement in Synchronous Online Learning of Chinese as a Foreign Language.
Background: Student engagement has been conceptualised and operationalised in various learning environments. However, there is currently a lack of established scales to measure student engagement in synchronous online learning. One possible reason is the existence of the conceptual and structural am...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 2; pp. 1 - 13 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184016299&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184016299 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2025 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184016299 184016299 184016299 10.1111/jcal.70000 184016299 ppf: 1 ppct: 12 formats: tig: atl: Measuring Saudi Arabian Students' Engagement in Synchronous Online Learning of Chinese as a Foreign Language. aug: au: Sun, Peijian Paul Ren, Zeqi Zhao, Xian affil: Department of Linguistics, Zhejiang University, Hangzhou, China sug: subj: Students Psychosocial Factors Saudi Arabians Psychosocial Factors Online Education Learning Methods Language Student Attitudes Evaluation Human Male Female Adult Exploratory Research Structural Equation Modeling Factor Analysis Questionnaires China Adolescence Middle Age Students, College Students, High School Students, Medical Funding Source Adult: 19-44 years Adolescent: 13-18 years Middle Aged: 45-64 years Male Female ab: Background: Student engagement has been conceptualised and operationalised in various learning environments. However, there is currently a lack of established scales to measure student engagement in synchronous online learning. One possible reason is the existence of the conceptual and structural ambiguity regarding student engagement. Objective: With its context situated in Saudi Arabian students' synchronous online learning of Chinese as a foreign language (L2 Chinese), this study attempts to find out the best representation and measure of synchronous online engagement based on four competing statistical modelling methods, including confirmatory factor analysis (CFA), exploratory structural equation modelling (ESEM), bi‐factor CFA (B‐CFA) and bi‐factor ESEM (B‐ESEM). Methods: A total of 167 Saudi Arabian students voluntarily participated in this online questionnaire‐based study. A 19‐item online questionnaire was adaptively developed to measure students' engagement in synchronous online learning of L2 Chinese from behavioural, cognitive, affective and social dimensions. CFA, ESEM, B‐CFA and B‐ESEM were employed to determine the optimal structure model for representing students' synchronous online engagement in L2 Chinese learning. Results and Conclusion: The results revealed that the B‐ESEM model was the best structure model for both measuring and accounting for the generality and specificity of students' engagement in synchronous online learning of L2 Chinese. More specifically, student online engagement was found to be a general unity with four distinctive subdimensions including behavioural, cognitive, affective and social engagement. This study not only reconciles the construct inconsistency of student engagement in the literature from the synchronous online learning perspective but also provides an optimal representation for measuring students' synchronous online engagement in L2 learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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