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Teacher-student Interactions in Chinese College EFL Classrooms

Author: WangMeng
Tutor: SunYunMei
School: Huazhong University of Science and Technology
Course: Foreign Linguistics and Applied Linguistics
Keywords: EFL classroom environment interpersonal teacher behavior the QTI perception differences
CLC: H319
Type: Master's thesis
Year: 2013
Downloads: 20
Quote: 0
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Abstract


Since the1960s and1970s, researchers abroad have begun to conduct researchesabout the learning environment. The empirical studies indicate that the learningenvironment is a main determinant affecting students’ learning outcomes andteacher-student interaction is one of the key factors of learning environment in theclassroom. The quality of teacher-student interaction can be measured throughinterpersonal teacher behavior (ITB). As a result, the Questionnaire on Teacher Interaction(QTI) comes into being and has been widely used to assess ITB. The reliability andvalidity of the QTI have been confirmed by the empirical studies abroad and at home.Most of those studies focus on the students and teachers in junior middle schools. Muchresearch has been carried out on ITB of science teachers, physics teachers, math teachersand biology teachers and focus on the relationship between ITB and students’achievement.Based on these considerations, this study explores to study the all-around influence ofteacher-student interaction in EFL classroom and perception differences among differentsubjects and different types of courses at tertiary level in China. It employed two researchdesigns: a quantitative design and a qualitative design. The former includes aquestionnaire and the latter, the interview and classroom observation. The instrumentinvolves a questionnaire: Questionnaire on Teacher Interaction (QTI), the interview andclassroom observation, which were administrated to665non-English major freshmen andsophomores from Huazhong University of Science and Technology. The statistical testsare run with SPSS17.0. The present study tries to explore student perception of theinterpersonal behaviors of their teacher in EFL classroom environment, the differences ofperceptions between high-achievers and low-achievers, male and female students andperception differences among different types of courses, that is, listening and speakingclasses and reading and writing classes.The results of the study indicate that students perceive positively towards interpersonal teacher behavior in their classroom in general. There are no significantdifferences on the perceptions between boys and girls. However, the perceptiondifferences between high-achievers and low-achievers and the differences betweenstudents from the two types of courses are significant. In terms of the perceptiondifferences of the high score students and low score students, high-score students perceivethe teacher interpersonal behavior as significantly less uncertain as well as less dissatisfiedthan the low-score students do. The results also show that students from listening andspeaking classes retain a more positive attitude towards their EFL classroom environmentthan students from reading and writing classes. Therefore, teachers should be aware oftheir interpersonal behaviors in EFL classrooms and try to establish positive interpersonalrelationships with their students.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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