Teacher Interpersonal Behaviour and Student Achievement in English as a Foreign Language Classrooms in China

Autor/inn/en	Wei, Michael; den Brok, Perry; Zhou, Yalun
Titel	Teacher Interpersonal Behaviour and Student Achievement in English as a Foreign Language Classrooms in China
Quelle	In: Learning Environments Research, 12 (2009) 3, S.157-174 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-009-9059-6
Schlagwörter	Teacher Behavior; Student Attitudes; Academic Achievement; Reliability; Questionnaires; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Secondary School Students; Teacher Student Relationship; Language Fluency; Factor Analysis; Correlation; Predictor Variables; Student Characteristics; Classroom Environment; China; Questionnaire on Teacher Interaction + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Schülerverhalten; Schulleistung; Reliabilität; Fragebogen; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Language skill; Language skills; Sprachkompetenz; Faktorenanalyse; Korrelation; Prädiktor; Klassenklima; Unterrichtsklima
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 alpha 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10