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<p>In addition to identifying crucial areas of lecturers’ digital leadership that can be improved to enhance students’ various engagement in language learning, the goal of this study is to investigate the relationships between various dimensions of lecturers’ digital leadership and students’ behavioral, emotional, and cognitive engagement in language learning. Data were collected from 720 students who studied in three higher education institutions in China. Data were analyzed mainly through partial least squares structural equation modelling (PLS-SEM) and importance-performance map analysis (IPMA). The findings revealed that Digital citizenship is the critical yet underperforming dimension of digital leadership, highlighting it as a priority for improvement. Digital age learning culture demonstrated strong performance but contributed less significantly to engagement. Systemic improvement and Excellence in professional practice exhibited minimal influence and low performance. Visionary leadership weakly and negatively influenced Cognitive and Emotional engagement with no significant effect on Behavioral engagement potentially due to misalignment with student needs or contextual challenges. This study contributes to a comprehensive understanding of how different dimensions of digital leadership influence various student engagement in language learning, guiding educational stakeholders to prioritize impactful interventions.</p>

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Insights for improvement: how lecturers’ digital leadership drives student engagement in language learning

  • 期刊论文

  • 发表日期：

    2025年5月10日

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  • Xiaoran Xu,
  • Lei Mee Thien,
  • Jiling Lin,
  • Yuan Li

摘要

In addition to identifying crucial areas of lecturers’ digital leadership that can be improved to enhance students’ various engagement in language learning, the goal of this study is to investigate the relationships between various dimensions of lecturers’ digital leadership and students’ behavioral, emotional, and cognitive engagement in language learning. Data were collected from 720 students who studied in three higher education institutions in China. Data were analyzed mainly through partial least squares structural equation modelling (PLS-SEM) and importance-performance map analysis (IPMA). The findings revealed that Digital citizenship is the critical yet underperforming dimension of digital leadership, highlighting it as a priority for improvement. Digital age learning culture demonstrated strong performance but contributed less significantly to engagement. Systemic improvement and Excellence in professional practice exhibited minimal influence and low performance. Visionary leadership weakly and negatively influenced Cognitive and Emotional engagement with no significant effect on Behavioral engagement potentially due to misalignment with student needs or contextual challenges. This study contributes to a comprehensive understanding of how different dimensions of digital leadership influence various student engagement in language learning, guiding educational stakeholders to prioritize impactful interventions.