Abstract
The purpose of this study is to examine a conceptualized three-dimensional construct to test whether English usage on Facebook plays a mediating role in the relationships between shyness and English as a foreign language (EFL) achievement. A total of 174 Taiwanese university students who were enrolled in EFL courses participated in this study. When examining the role of English usage on Facebook as a mediator in the relationship between shyness and EFL achievement, I found that English usage on Facebook was negatively associated with shyness, but positively associated with EFL achievement. The results indicated that English usage on Facebook partially mediated the relationship between shyness and EFL achievement. The strength of the mediating effect suggested that English usage on Facebook explained part of the negative relationship between shyness and EFL achievement. The findings may provide valuable and useful information for linguistic and psychological research in pedagogical contexts.
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Articles in the same Issue
- Frontmatter
- Language acquisition and linguistic theory: When linguistic theory meets empirical data
- I’m sorry (to interrupt): The use of explicit apology in turn-taking
- Transforming faces: Supporting second language learners studying speech-language therapy in global contexts
- Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working memory capacity on explaining L2 learners’ listening comprehension
- The mediating effect of English usage on Facebook on the relationship between shyness and English as a foreign language achievement in university students
- Translanguaging instead of standardisation: Writing Romani at school
- The complex relationship between classroom emotions and EFL achievement in China
- Lexical richness of Chinese candidates in the graded oral English examinations
Articles in the same Issue
- Frontmatter
- Language acquisition and linguistic theory: When linguistic theory meets empirical data
- I’m sorry (to interrupt): The use of explicit apology in turn-taking
- Transforming faces: Supporting second language learners studying speech-language therapy in global contexts
- Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working memory capacity on explaining L2 learners’ listening comprehension
- The mediating effect of English usage on Facebook on the relationship between shyness and English as a foreign language achievement in university students
- Translanguaging instead of standardisation: Writing Romani at school
- The complex relationship between classroom emotions and EFL achievement in China
- Lexical richness of Chinese candidates in the graded oral English examinations