Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China |
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Authors: | Michael Wei Perry den Brok Yalun Zhou |
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Institution: | (1) School of Education, University of Missouri, 319 Educational Building, 615 E. 52nd Street, Kansas City, MO 64110-2499, USA;(2) Eindhoven School of Education, Eindhoven University of Technology, Traverse 3.46, P.O. Box 513, 5600 MB Eindhoven, The Netherlands |
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Abstract: | We examined the relationship between English as a Foreign Language (EFL) teachers’ interpersonal behaviour and students’ fluency
in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were
asked to assess their teachers’ interpersonal behaviour using the Questionnaire on Teacher Interaction (QTI). This was the
first time that the QTI was successfully translated and used (in EFL classrooms) in China. Cronbach’s α reliability coefficients
for the scales were adequate, while confirmatory factor analyses provided support for the theoretical framework behind the
questionnaire. Results showed that teacher uncertainty was negatively correlated with student achievement. Furthermore, the
degree of teacher cooperation with students was the only significant predictor for student achievement, but its effect disappeared
when student background variables were taken into account. Results also indicated a discrepancy between students’ perceptions
of preferred and actual teacher interpersonal behaviour. The tolerant-authoritative profile was the most common interpersonal
style based on Chinese students’ perceptions. |
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Keywords: | |
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