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Review
. 2021 Jul 19:12:723432.
doi: 10.3389/fpsyg.2021.723432. eCollection 2021.

Toward the Role of Language Teacher Confirmation and Stroke in EFL/ESL Students' Motivation and Academic Engagement: A Theoretical Review

Yun Gao  1
Affiliations
Review

Toward the Role of Language Teacher Confirmation and Stroke in EFL/ESL Students' Motivation and Academic Engagement: A Theoretical Review

Yun Gao. Front Psychol. .

Abstract

Following the recent special issue in the journal of Frontiers in Psychology, named "The Role of Teacher Interpersonal Variables in Students' Academic Engagement, Success, and Motivation," this review is carried out to describe two prime instances of teacher interpersonal behaviors, namely teacher confirmation and stroke, their underlying frameworks, and contributions to desirable student-related outcomes. In light of rhetorical-relational goal theory and the school of positive psychology, it is stipulated that language teacher confirmation and stroke are facilitators of EFL/ESL students' level of motivation and academic engagement. Providing empirical evidence, the argument regarding the pivotal role of language teacher confirmation and stroke in EFL/ESL contexts was proved. Reviewing the available literature on the aforementioned variables, some pedagogical implications were suggested for teacher trainers, educational supervisors, and pre- and in-service language teachers. Finally, the limitations and drawbacks of the reviewed studies were identified and some avenues for further research were recommended, accordingly.

Keywords: EFL/ESL students; academic engagement; confirmation; language teacher; motivation; stroke; theoretical review.

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Conflict of interest statement

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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