A Survey of Native and Nonnative TAs' Office Hours: Importance, Attendance, and Content.

Autor/in	Gallego, Juan Carlos
Titel	A Survey of Native and Nonnative TAs' Office Hours: Importance, Attendance, and Content.
Quelle	(1995), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance; College Students; English (Second Language); Higher Education; Majors (Students); Native Speakers; Sex Differences; Student Attitudes; Teacher Student Relationship; Teaching Assistants; Use Studies + Suchen Sie Ihr Suchwort? Anwesenheit; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Muttersprachler; Sex difference; Geschlechtsunterschied; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Benutzerschulung
Abstract	This study set out to explore possible differences in college students' perceptions and use of teaching assistants' (TA) office hours depending on whether their TAs were native or nonnative speakers of English. A total of 31 TAs, including 16 native and 15 nonnative speakers of English, from a major American university completed a questionnaire on their office hours and student usage of office hours. A total of 385 undergraduates, including 278 native and 200 nonnative speakers of English, completed a questionnaire on their use of TA office hours. The results indicated that both students and TAs acknowledged the importance of office hours, with students reporting attending office hours an average of twice per course. The native language of the TA was not related to either student perceived importance of office hours or to student attendance. Statistical analyses indicated that female students, students with the same major as their TA, students in certain departments, and those who attended office hours more frequently considered office hours more significantly important than others. Two appendixes provide copies of the TA and student questionnaires. (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC