Teacher Confirmation and Caring as Predictors of Chinese and Iranian EFL Students’ Willingness to Attend EFL Classes

This mixed-methods cross-cultural study examined the role of instructor confirmation and care in EFL students’ willingness to attend classes (WTAC). For quantitative phase, 1006 605 university students were chosen respectively from Chinese Iranian universities, for qualitative sub-groups 43 34 participants selected. Three close-ended scales semi-structured interviews used collect data. Results confirmatory factor analysis approved structure validity three scales. correlation Structural Equation Modeling (SEM) analyses indicated positive associative/predictive perceived teacher caring WTAC. The independent samples t-tests results showed significant differences perceptions caring, confirmation, WTAC, with significantly outperforming Iranians. Frequency counts data revealed that both believed facilitative Further content through MAXQDA presented four themes teacher-, student-, context, task-related factors, among which teacher-related factors theme its interpersonal sub-theme deemed very influential by predicting