Unpacking the impact of teacher support on EAP-related perceived academic achievement in EMI context: the mediating role of self-efficacy and academic engagement

The internationalization of higher education, a prominent global trend, has spurred significant reforms in academic institutions worldwide. In China, this push has led to a heightened emphasis on cultivating globally competent talent, particularly within Sino-foreign cooperative programs. Among these, the "4+0" dual-degree model, where students complete their entire undergraduate education domestically while earning degrees from both Chinese and foreign institutions, has emerged as a significant configuration. Currently accounting for approximately 17% of all Sino-foreign cooperative programs in China, this model presents a unique research value due to its sustained requirement for academic adaptation within an English-Medium Instruction (EMI) environment. Unlike models involving physical relocation, the "4+0" program necessitates four years of EMI immersion in a non-English-speaking context, integrating international academic standards with local pedagogical practices. This creates a distinct cross-cultural and language-mediated academic landscape, intensifying linguistic and academic demands and presenting unique challenges for students.

A recent study delves into the critical, yet under-researched, role of teacher support in this specific educational setting, examining its influence on the EAP-related perceived academic achievement (PAA) of engineering students. Grounded in Social Cognitive Theory (SCT), the research proposes that teacher support not only directly impacts students’ perceived academic success but also indirectly influences it through the crucial mediating factors of self-efficacy and academic engagement.

Background and Context: The EAP Challenge in "4+0" Programs

The "4+0" dual-degree model, while offering a pathway to international qualifications without overseas study, presents a distinct set of academic hurdles. English for Academic Purposes (EAP) courses are central to these programs, serving as the foundational bridge for students to engage with disciplinary content delivered in English. Unlike traditional EAP courses that might prepare students for short-term overseas study, EAP in "4+0" programs is a continuous, four-year immersion. EAP instructors in these settings often act as academic mediators, guiding students through the complexities of international academic discourse, bridging the gap between prior English learning experiences and the rigorous demands of EMI.

Students transitioning to this environment face significant challenges. They must grapple with cognitively demanding academic discourse while simultaneously processing intricate disciplinary knowledge in a second language. This dual challenge is often exacerbated by high-stakes modular assessments common in internationalized programs, leading to increased academic pressure and emotional strain. In such demanding conditions, how students perceive their academic progress and learning success becomes a critical indicator of their adaptation.

Perceived academic achievement (PAA), defined as students’ subjective cognitive appraisal of their academic outcomes, attitudes, and learning processes, offers a nuanced perspective beyond objective performance metrics. It is deeply influenced by learners’ self-appraisals of their abilities and experiences. In the context of EMI, EAP-related PAA, encompassing self-perceived competence across listening, speaking, reading, and writing, serves as a context-sensitive proxy for overall academic achievement.

The Study’s Framework: Social Cognitive Theory in Action

The present research leverages Social Cognitive Theory (SCT), a framework that posits a dynamic interplay between personal, behavioral, and environmental factors in shaping learning. In this study:

• Teacher Support (Environmental Factor): Conceptualized as the support provided by educators, encompassing emotional, instrumental, informational, and appraisal dimensions. This support is crucial for fostering a positive learning environment and aiding academic adaptation.
• Self-Efficacy (Personal Factor): Defined as students’ beliefs in their capabilities to successfully perform academic tasks in English-medium learning environments. High self-efficacy is linked to greater persistence, effort, and resilience.
• Academic Engagement (Behavioral Factor): Refers to students’ active involvement, effort, and strategic investment in learning activities, comprising behavioral, emotional, and cognitive components.
• EAP-Related Perceived Academic Achievement (Outcome): Students’ subjective evaluation of their competence in academic English skills, serving as a measure of their academic success in the EMI context.

Methodology: A Survey-Based Approach

To investigate these relationships, a cross-sectional survey was administered to 500 first- and second-year undergraduate engineering students enrolled in "4+0" dual-degree programs at a comprehensive university in China. The survey employed validated scales to measure:

• Teacher Support: Assessed using the Perceived Teacher Support Scale (PTSS), a 25-item instrument measuring instrumental, emotional, informational, and appraisal support.
• Self-Efficacy: Measured through an adapted version of the Questionnaire of English Self-Efficacy (QESE), focusing on listening, speaking, reading, and writing skills.
• Academic Engagement: Evaluated using a 22-item scale encompassing behavioral, agentic, cognitive, and emotional engagement.
• EAP-Related Perceived Academic Achievement: Assessed using the Self-Perceptions of Language Use scale, gauging self-perceived performance in listening, speaking, reading, and writing within an EMI context.

Structural Equation Modeling (SEM) was utilized to analyze the hypothesized relationships, allowing for the examination of direct and indirect effects. Robust statistical techniques were employed to address potential common method bias, and the reliability and validity of the measurement model were confirmed.

Key Findings: Unpacking the Pathways to Success

The study’s results paint a clear picture of the multifaceted influence of teacher support on students’ academic perceptions.

1. Direct Impact of Teacher Support: A significant positive association was found between teacher support and EAP-related perceived academic achievement. This indicates that students who feel more supported by their teachers tend to perceive themselves as more successful in their academic English endeavors. This finding underscores the fundamental role of positive teacher-student interactions in fostering a sense of academic competence.

2. Mediating Role of Self-Efficacy: The research confirmed that self-efficacy significantly mediates the relationship between teacher support and EAP-related PAA. Students experiencing higher teacher support reported greater confidence in their academic English abilities, which, in turn, predicted higher perceived academic achievement. This highlights that supportive environments build the foundational belief in capability, a critical precursor to perceived success. The study observed that this indirect effect through self-efficacy was stronger than the pathway mediated solely by academic engagement.

3. Mediating Role of Academic Engagement: Similarly, academic engagement was found to be a significant mediator. Students who perceived greater teacher support exhibited higher levels of engagement in learning activities, which was subsequently linked to more positive perceptions of their EAP-related academic achievement. This emphasizes the behavioral dimension: active participation and commitment in learning directly contribute to a student’s sense of accomplishment.

4. Sequential Mediation: A Cascading Effect: Perhaps the most compelling finding was the identification of a significant sequential mediation pathway. Teacher support was found to positively influence self-efficacy, which then positively impacted academic engagement, ultimately leading to higher EAP-related perceived academic achievement. This sequential model aligns closely with SCT’s proposition of interlocking influences, suggesting a cascading effect where environmental support fosters internal beliefs, which then drives behavioral engagement, culminating in perceived academic success.

Data Insights and Demographic Considerations

The study’s sample of 500 first- and second-year undergraduate students revealed specific demographic characteristics. A notable feature was the higher proportion of male participants (71.8%), reflecting a common gender distribution in engineering-focused "4+0" programs in China. The sample exclusively comprised students from three engineering disciplines: Computer Science and Technology (35.0%), Electronic Information Engineering (30.8%), and Communication Engineering (34.2%). While this homogeneity provides a focused lens on a specific student cohort, it also implies that the findings may not be directly generalizable to students in non-engineering fields or those with more balanced gender ratios. The research acknowledges this sample bias, suggesting future studies should broaden their scope to encompass more diverse student populations.

Implications for Educational Practice

The findings carry significant implications for educators and institutions involved in Sino-foreign cooperative programs, particularly those employing EMI.

• Holistic Teacher Support: The study strongly advocates for a multidimensional approach to teacher support. Educators should aim to provide not only informational and instrumental aid but also emotional encouragement and constructive appraisal feedback. Creating a psychologically safe and supportive classroom environment can significantly bolster students’ confidence and perceived academic success.
• Nurturing Self-Efficacy: Given its powerful mediating role, fostering students’ self-efficacy in academic English is paramount. This can be achieved through carefully designed pedagogical strategies that provide opportunities for mastery experiences, such as scaffolded tasks and clear learning objectives. Constructive formative feedback that highlights progress and encourages effort-based attributions can further strengthen these beliefs.
• Promoting Active Engagement: The research highlights the importance of academic engagement. Instructors can cultivate engagement through interactive teaching methods, collaborative activities, and opportunities for students to voice their opinions and preferences. Clarifying assessment criteria and academic expectations can empower students to participate more strategically and effectively.
• Professional Development and Curriculum Design: Institutions should consider investing in professional development programs for educators, equipping them with the skills to implement supportive teaching practices in EMI contexts. Curricula can be enhanced by explicitly integrating strategies that address the psychological and behavioral pathways identified in this study, aiming to improve students’ overall academic adaptation and perceived achievement.

Limitations and Future Directions

While this study offers valuable insights, certain limitations warrant consideration. The cross-sectional design restricts definitive causal claims; longitudinal studies are recommended to track the development of these relationships over time. The reliance on self-reported data, while common in social science research, introduces potential biases that future studies could mitigate by incorporating objective measures or multiple data sources. Furthermore, the specific demographic profile of the sample limits generalizability, underscoring the need for research across diverse institutional and disciplinary contexts. Future investigations could also explore other mediating factors, such as academic emotions, resilience, and cross-cultural adaptation, to provide a more comprehensive understanding of student success in internationalized higher education.

Conclusion: A Foundation for Enhanced Academic Success

In conclusion, this study provides compelling evidence that teacher support plays a pivotal role in enhancing EAP-related perceived academic achievement among engineering students in Sino-foreign "4+0" dual-degree programs. By illuminating the mediating roles of self-efficacy and academic engagement, and by identifying a significant sequential mediation pathway, the research offers a nuanced understanding of the psychological and behavioral mechanisms at play. The findings underscore the critical importance of cultivating supportive learning environments that empower students with confidence and encourage active participation, ultimately contributing to their academic success and positive adaptation in the increasingly globalized landscape of higher education.