Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China

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 a 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.

Development and evaluation of a Chinese version of the Questionnaire on Teacher Interaction (QTI)

“…For example, according to the interviewees, some 4-Compliant and 5-Uncertain items were problematic because the behaviours described in these items almost never occurred in their classrooms. This was in line with the low reliabilities of these two scales in earlier Chinese versions of the QTI (Sivan et al 2014;Wei et al 2009). To solve this problem, the participants were asked to think of situations in which a teacher might be compliant or uncertain in the participants' eyes, and several items were reworded.…”

“…Xin and Lin (2000) translated the Australian QTI into Mandarin and modified it into a teacher version with the specific aim of measuring teachers' self-perceptions only. A student version published by Wei et al (2009) was applied in classrooms in the south-west part of China where English as a foreign language was taught. This was the first time that the QTI was applied in the Chinese context by accepted translation procedures with students assessing the behaviour of their teachers.…”

“…A simplified Chinese version was developed and applied in south-west China to measure the perceptions of Chinese students (Wei et al 2009). A traditional Chinese version was created later in Hong Kong (Sivan et al 2014).…”

Redefining the Potential Role of Charismatic Language Teachers in Creating Supportive Academic Atmosphere Through Students’ Motivational Arousal

“…When we discuss issues on teachers' professional development, we will come to the discussion of teachers not only as teachers, but also as leaders (Steyn, 2004). When we examine teacher behaviour, we will also find leadership behaviour in teacher behaviour (Wei, Brok & Zhou, 2009). Teacher behaviour can be related to leader behaviour (Dunham, 1965;Swanson, 1974;Dawson, Messe & Phillips, 1972;LahatMandelbaum & Kipnis, 1973;Norr & Crittenden, 1975, cited in Archer, 1994.…”

“…Grasha (2002) (Lowman, 1994, cited in Grasha, 2002 Similarly, Archer (1994) mentions that there are several characters of charismatic teachers: enthusiastic, caring, concern, energetic, personal empathy, personal intensity, intellectual challenge, trust and commitment. Ideal teachers are those who have leadership character, helpful and friendly and to some extent, provide sense of flexibility to their students (Wei, Brok & Zhou, 2009). Charismatic teachers have strong character and role of becoming transmitter of inspiration (Archer, 1994) or "creator of a motivating vision" (Tichy & Devanna, 1986, p. 29).…”