Title: Exploring the impact of teacher-student interaction on college students' active learning willingness in online English course
Authors: Qun Zheng, Li Ma, Xiaoquan Pan
Volume: 9
Issue: 5
Pages: 280-286
Publication Date: 2025/05/28
Abstract:
Under the network technology environment, teacher-student interaction extends to technology-based online platforms, presenting a new paradigm. Based on a social constructivist perspective, this study explores the impact of teacher-student interaction on college students' active learning willingness in online English course. A total of 405 valid samples were obtained through a questionnaire survey of undergraduate students enrolled in a college English course at a university in eastern China. SPSS 21.0 and Amos 21.0 were used to analyze the research data. The results showed that there were more behavioral interactions and relatively less emotional interactions in the teacher-student interactions based on the online platform. Cognitive interactions had the most significant effect on college students' active learning willingness in online courses, while emotional interactions, although also significant, had relatively fewer effects. This study reveals the key role of cognitive interaction in online learning. The unique role of emotional interaction beyond cognitive and behavioral interactions complements the psychological mechanisms by which teacher-student interactions influence active learning willingness in online learning environments and enriches the theoretical framework of technology-mediated instructional interactions.