Learners' Satisfaction with Native and Non-Native English-Speaking Teachers' Teaching Competence and Their Learning Motivation: A Path-Analytic Approach

Autor/inn/en	Zhang, Jianhua; Zhang, Lawrence Jun
Titel	Learners' Satisfaction with Native and Non-Native English-Speaking Teachers' Teaching Competence and Their Learning Motivation: A Path-Analytic Approach
Quelle	In: Asia Pacific Journal of Education, 41 (2021) 3, S.558-573 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Jianhua) ORCID (Zhang, Lawrence Jun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1833834
Schlagwörter	Student Satisfaction; Student Evaluation of Teacher Performance; Teacher Effectiveness; Language Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Undergraduate Students; Native Speakers; Language Proficiency; Communication Skills; Pedagogical Content Knowledge; Learning Motivation; Correlation; Teacher Competencies; Foreign Countries; China + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Muttersprachler; Language skill; Language skills; Sprachkompetenz; Kommunikationsstil; Pädagogische Kompetenz; Motivation for studies; Lernmotivation; Korrelation; Lehrkunst; Ausland
Abstract	This study explored the relationship between learners' perceptions of native and non-native English-speaking teachers' teaching competence and their motivation for learning English as a foreign language (EFL). Data were collected from 218 EFL learners in an intensive English programme in four universities in mainland China using two instruments: "Student Satisfaction Questionnaire" and "English Learning Motivation Questionnaire." We conducted path analysis with latent variables to investigate the relationships between teacher competence and motivation using AMOS. It was found that: (1) EFL learners' degree of satisfaction with native and non-native English-speaking teachers' teaching competence had a minor impact on their English learning motivation; (2) there were several direct causal relationships of the subcategories of satisfaction with teaching competence to the subtypes of English learning motivation; and (3) satisfaction with teaching competence had an indirect influence on the subtypes of English learning motivation. We conclude with a discussion on the implications of the findings for our understanding of the construct of teaching competence and pre-service or in-service EFL teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01