本文是一篇英语教学论文，基于研究结果，大学英语教师在课堂教学过程中需要展现出热情，并根据学生的动机差异相应地调整教学策略，因类施教，从而更好地提升学生课堂学习投入水平。
Chapter One Introduction
1.1 Research Background
In the context of globalization and the continuous deepening of reform and opening up,the English language plays an increasingly important role in China.In China,mastering aforeign language,particularly English,is essential for cultivating talents with internationalperspectives(Shu,2014;Wang,2016).English has been given a dominated position in foreignlanguage education,it is not only a language but also a tool for students to integrate into theworld.At the higher education level,college English,as a fundamental course,has alwaysbeen a core component in college curriculum.Besides,college English has long beenresponsible for providing foreign language education to a large group of undergraduatestudents,which is crucial for cultivating the English proficiency of international talents.
Accompanying the rapid growth of the higher education system,the quality has becomea central focus in China over the last decade.Many teachers and scholars have recentlyarticulated apprehensions about the quality of education.In the context of continuous policydesign and reforms,an array of external quality assessment schemes of higher education hasbeen established(Liu,2016),higher education in China is gradually shifted from quantityextension to quality improvement(Yin&Wang,2016).For example,an undergraduateteaching evaluation(UTE)programme was initiated by the Chinese Ministry of Education in2003 as a way to monitor the quality of teaching in higher education.Nonetheless,under thisprogramme,they placed more emphasis on“macro factors”influencing the teaching in highereducation,such as teaching equipment and the regulation of teaching administration,insteadof the“micro factors”related to the actual quality of teaching and learning like teachingstrategies and the characteristics of students’learning in college classrooms(Yin&Wang, 2016).
1.2 Research Purpose
Regulatory focus theory is a modern basic theory that explains the reasons for individualbehaviors(Zhao,2019),but enough attention has not been paid in the field of foreignlanguage acquisition.Besides,students might have not only one primary focus but also bothtwo high foci or two low foci at the same time(Lanaj et al.,2012;Papi,2016).Thus,theprimary purpose in this study is to divide regulatory focus into different types.
Previous studies have shown that perceived teacher enthusiasm can positively predictstudents’learning engagement in higher education(Patrick et al.,2000;Frenzel et al.,2009;Zhang,2013;Li&Dewaele,2021).According to prior literature review,students with varioustypes of regulatory focus may have different perceptions of teachers’enthusiasm,and theirinfluence on learning engagement is also different.Therefore,students with differentregulatory focus types may adjust the effect of perceived teacher enthusiasm on their learningengagement.Another purpose of this study is to explore whether regulatory focus types play amoderating role between perceived teacher enthusiasm and learning engagement based onclassification.
To sum up,in order to further clarify the impact path of perceived teacher enthusiasm onlearning engagement in college English classrooms,this study aims to regard regulatory focusas a moderator to explore the impact of students’perceived teacher enthusiasm on theirlearning engagement in college English classroom.Then,the reference and guidance forimproving the quality of foreign language teaching and learning based on the present study’sfindings can be provided.
Chapter Two Literature Review and Theoretical Basis
2.1 Teacher Enthusiasm
In this section,theoretical and empirical research related to teacher enthusiasm will bereviewed,including research on its current conceptualization and measurement as well as itsvaried impacts on students’learning.
2.1.1 Definitions and Measurement of Teacher Enthusiasm
Teacher enthusiasm is an elusive constr
