Po‐Chi Kao
Biographic Data
| ID | 6521792 |
|---|---|
| NAME | Po‐Chi Kao |
| GIVEN NAMES | Po‐Chi |
| FAMILY NAME | Kao |
| SIGNATURE | KAO P C |
| AFFILIATIONS | Chang Gung University |
| ORCID | 0000-0002-6276-5194 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
The Trajectory of Parental Psychological Control, Self-Esteem, Language Class Risk-Taking, and EFL Learners’ Confidence in Speaking English
To best understand foreign language learning, the present study proposes and tests a conceptual model of confidence in speaking English by examining the path effects of three variables. These three variables are parental psychological control, self-esteem, and language class risk taking. Data were collected from 394 Taiwanese undergraduate students. Structural Equation Modeling (SEM) technique was adopted to examine the path effect in the researc…
Exploring the roles of academic expectation stress, adaptive coping, and academic resilience on perceived English proficiency
This study aims to examine and analyze a research model comprising three latent variables (academic expectation stress, adaptive coping, and academic resilience) to gain insights into the perceived English proficiency of EFL (English as a foreign language) learners. These variables have been overlooked in previous literature despite their importance in understanding learning outcomes. A total of 395 undergraduate students from a Taiwanese univers…
E‐learning anxiety and satisfaction with online EFL courses in times of Covid‐19
This study proposed and statistically examined a research model to understand university learners’ satisfaction with online English as a foreign language (EFL) courses during the pandemic. Variables including e‐learning anxiety, positive coping, and gender were under investigation. These variables did not receive much attention in the previous literature, and yet they are considered essential to understanding satisfaction with online EFL courses.…
Medical students’ attention in EFL class
This study proposed and tested a conceptual model of academic expectation stress, sleep quality, and attention in EFL class. These variables did not receive much attention in previous studies but are considered important to medical students’ attention in EFL class. Data were collected from 496 medical students from a medical university in Taiwan. Structural Equation Modeling (SEM) technique was used to examine the path effect in the research mode…
The Interrelationship of Loneliness, Smartphone Addiction, Sleep Quality, and Students’ Attention in English as a Foreign Language Class
In this study, a research model comprising four variables (loneliness, smartphone addiction, sleep quality, and students' attention in English as a foreign language class) was proposed and statistically examined. Previous literature has appeared to neglect these variables, which are considered to be essential to understanding students' attention in EFL (English as a foreign language) class among college students. A total of 587 undergraduate stud…
Taiwanese undergraduates’ motivation, willingness to communicate, and use of English language on Facebook
I examined the effects of intrinsic motivation, extrinsic motivation, and willingness to communicate on Taiwanese undergraduates’ use of the English language on Facebook. Structural equation modeling was adopted to test the hypotheses in the conceptual model with a sample of 320 Taiwanese undergraduates. The results showed that both intrinsic motivation and extrinsic motivation were significantly associated with students’ willingness to communica…
The mediating effect of English usage on Facebook on the relationship between shyness and English as a foreign language achievement in university students
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 a…
Gender Differences in Strategies for Coping with Foreign Language Learning Anxiety
We investigated gender and differences in level of anxiety in regard to use of coping strategies for foreign language learning anxiety (FLLA). Participants were 122 Taiwanese university students enrolled in English as a foreign language courses. Results of multivariate analysis of variance showed that the female students scored significantly higher than did the male students in two coping strategies: peer seeking and positive thinking. In contras…
Effects of English usage on Facebook and personality traits on achievement of students learning English as a foreign language
In this study we explored the impact of English usage on Facebook (EUF) and the Big Five personality traits of 164 Taiwanese university students on their level of achievement in learning English as a foreign language (EFL). Using the Pearson product-moment correlation coefficient, we found that EUF was positively associated with extraversion and conscientiousness, but negatively related to neuroticism. The results of a simultaneous multiple regre…
Evaluating student interpreters' stress and coping strategies
The purpose in this study was to evaluate the severity of stress experienced by student interpreters and the coping strategies that they employed. Our main interest was in determining how well coping strategies could explain the stress caused by interpreting. We used a survey method to collect data from 186 student interpreters at a university in Taiwan. We employed the Interpretation Classroom Anxiety Scale and the Coping Strategy Indicator. The…
Coping Strategies of Taiwanese University Students as Predictors of English Language Learning Anxiety
In this study we examined which coping strategies could predict anxiety about learning English as a foreign language. Our participants were 120 Taiwanese university students who completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the modified version (Marwan, 2007) of the Foreign Language Anxiety Coping Scale (Kondo & Yang, 2004). The results showed that positive thinking was the coping strategy that the pa…
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Evaluating student interpreters' stress and coping strategies
The purpose in this study was to evaluate the severity of stress experienced by student interpreters and the coping strategies that they employed. Our main interest was in determining how well coping strategies could explain the stress caused by interpreting. We used a survey method to collect data from 186 student interpreters at a university in Taiwan. We employed the Interpretation Classroom Anxiety Scale and the Coping Strategy Indicator. The…
Coping Strategies of Taiwanese University Students as Predictors of English Language Learning Anxiety
In this study we examined which coping strategies could predict anxiety about learning English as a foreign language. Our participants were 120 Taiwanese university students who completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the modified version (Marwan, 2007) of the Foreign Language Anxiety Coping Scale (Kondo & Yang, 2004). The results showed that positive thinking was the coping strategy that the pa…
Effects of English usage on Facebook and personality traits on achievement of students learning English as a foreign language
In this study we explored the impact of English usage on Facebook (EUF) and the Big Five personality traits of 164 Taiwanese university students on their level of achievement in learning English as a foreign language (EFL). Using the Pearson product-moment correlation coefficient, we found that EUF was positively associated with extraversion and conscientiousness, but negatively related to neuroticism. The results of a simultaneous multiple regre…
Gender Differences in Strategies for Coping with Foreign Language Learning Anxiety
We investigated gender and differences in level of anxiety in regard to use of coping strategies for foreign language learning anxiety (FLLA). Participants were 122 Taiwanese university students enrolled in English as a foreign language courses. Results of multivariate analysis of variance showed that the female students scored significantly higher than did the male students in two coping strategies: peer seeking and positive thinking. In contras…
The mediating effect of English usage on Facebook on the relationship between shyness and English as a foreign language achievement in university students
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 a…
Medical students’ attention in EFL class
This study proposed and tested a conceptual model of academic expectation stress, sleep quality, and attention in EFL class. These variables did not receive much attention in previous studies but are considered important to medical students’ attention in EFL class. Data were collected from 496 medical students from a medical university in Taiwan. Structural Equation Modeling (SEM) technique was used to examine the path effect in the research mode…
The Interrelationship of Loneliness, Smartphone Addiction, Sleep Quality, and Students’ Attention in English as a Foreign Language Class
In this study, a research model comprising four variables (loneliness, smartphone addiction, sleep quality, and students' attention in English as a foreign language class) was proposed and statistically examined. Previous literature has appeared to neglect these variables, which are considered to be essential to understanding students' attention in EFL (English as a foreign language) class among college students. A total of 587 undergraduate stud…
Taiwanese undergraduates’ motivation, willingness to communicate, and use of English language on Facebook
I examined the effects of intrinsic motivation, extrinsic motivation, and willingness to communicate on Taiwanese undergraduates’ use of the English language on Facebook. Structural equation modeling was adopted to test the hypotheses in the conceptual model with a sample of 320 Taiwanese undergraduates. The results showed that both intrinsic motivation and extrinsic motivation were significantly associated with students’ willingness to communica…
The Trajectory of Parental Psychological Control, Self-Esteem, Language Class Risk-Taking, and EFL Learners’ Confidence in Speaking English
To best understand foreign language learning, the present study proposes and tests a conceptual model of confidence in speaking English by examining the path effects of three variables. These three variables are parental psychological control, self-esteem, and language class risk taking. Data were collected from 394 Taiwanese undergraduate students. Structural Equation Modeling (SEM) technique was adopted to examine the path effect in the researc…
Exploring the roles of academic expectation stress, adaptive coping, and academic resilience on perceived English proficiency
This study aims to examine and analyze a research model comprising three latent variables (academic expectation stress, adaptive coping, and academic resilience) to gain insights into the perceived English proficiency of EFL (English as a foreign language) learners. These variables have been overlooked in previous literature despite their importance in understanding learning outcomes. A total of 395 undergraduate students from a Taiwanese univers…
E‐learning anxiety and satisfaction with online EFL courses in times of Covid‐19
This study proposed and statistically examined a research model to understand university learners’ satisfaction with online English as a foreign language (EFL) courses during the pandemic. Variables including e‐learning anxiety, positive coping, and gender were under investigation. These variables did not receive much attention in the previous literature, and yet they are considered essential to understanding satisfaction with online EFL courses.…
Psychology (11 works) · Social Psychology (10 works) · Social Psychology (7 works) · Clinical Psychology (6 works) · Clinical Psychology (6 works) · Developmental psychology (6 works) · Mathematics education (6 works) · Anxiety (5 works) · Coping (psychology (5 works) · Computer Science (4 works)