Are International Students Quiet in Class? The Influence of Teacher Confirmation on Classroom Apprehension and Willingness to Talk in Class

Autor/inn/en	Hsu, Chia-Fang; Huang, I-Ting
Titel	Are International Students Quiet in Class? The Influence of Teacher Confirmation on Classroom Apprehension and Willingness to Talk in Class
Quelle	In: Journal of International Students, 7 (2017) 1, S.38-52 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Students; Student Participation; Teacher Influence; Online Surveys; Predictor Variables; Language Skills; English (Second Language); Anxiety; Class Size; Cultural Influences; College Students; Likert Scales; Individual Characteristics; Structural Equation Models; Teacher Behavior; Classroom Environment; Hypothesis Testing + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Prädiktor; Language skill; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Angst; Klassengröße; Cultural influence; Kultureinfluss; Collegestudent; Likert-Skala; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Teacher behaviour; Lehrerverhalten; Klassenklima; Unterrichtsklima; Hypothesenprüfung; Hypothesentest
Abstract	This study investigated the influence of teacher confirmation (TC) on classroom apprehension (CCA) and willingness to talk in class (WTT) among international students in the United States. The participants (N = 121) completed a battery of self-report instruments online. Results confirmed a path model that TC positively predicts classroom connectedness, which in turn, positively influences self-perceived language competence, which subsequently reduces CCA and increases WTT. The influences of length of stay in the U.S. and class size were controlled in the model, while culture of origin and class type did not influence CCA and WTT. Implications of these findings were further discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01