An Exploration of the Effects of College EnglishTeacher Misbehaviors on Students’ Willingnessto Communicate in English Classes

Abstract

This study aims to investigate teachers' inappropriate teaching misbehaviors in relation to students' willingness to communicate (WTC) in English classes by positing a mediational effect of students' affective learning. This study argues instead of an indirect effect on students' affective learning from teachers' misbehaviorsderisiveness, incompetence, irresponsibility, and non-immediacy-which occur in the classroom and could directly impact students' WTC. The participants were asked to respond to three instruments designed for this study. Three hypotheses were posed and found that teacher misbehaviors were correlated negatively at a significant level on four aspects of students' affective learning. Though teacher misbehavior only showed a minor negative relationship with students' WTC, but SEM analysis indicated that students' WTC was directly affected by teacher misbehavior than via indirect effect from students' affective learning. Implications of these findings are addressed. The limitation and future research suggestions are discussed in the end.

A Functional Review of Research on Clarity, Immediacy, and Credibility of Teachers and Their Impacts on Motivation and Engagement of Students

“…Another variable that was reviewed is teacher immediacy, which has been defined as verbal and nonverbal behaviors of teachers that decrease physical and psychological distance among individuals and constitute a sort of closeness (Mehrabian, 1967;Cakir, 2015). Such behaviors in the class are said to enlighten the classroom atmosphere and make students passionate and admitted by others (Li, 2003). Immediacy and liking are intertwined as they have a positive correlation with each other.…”

Revue des écrits systématiques des interactions enseignant-élèves ayant un effet négatif sur les jeunes

“…Finalement, les interactions dans la classe diffèrent selon le pays. À Taiwan, où les valeurs confucéenne sont fortes, les enseignants sont plus respectés qu'aux États-Unis, les élèves posent moins de questions par crainte de manquer de respect envers l'enseignant (Hsu, 2014).…”

“…Ces difficultés sont liées aux interactions négatives avec les enseignants (Brendgen et coll., 2006 ;De Laet et coll., 2016 ;Demanet et Van Houtte, 2012a ;Drugli, 2013 ;Lai et coll., 2015 ;Lewis, 2001 ; Lewis et coll., 2005 ;O'Connor et coll., 2014 ;Obsuth et coll., 2016 ;Payne, 2015 ;Skalická, Belsky et coll., 2015 ;Skalická et coll., 2015). Les interactions négatives ont aussi un effet sur la relation avec les élèves (Payne, 2015) ainsi que sur l'opinion qu'ont les élèves de leurs enseignants, qui sont alors perçus comme peu intéressants, peu crédibles, moins dignes de confiance, ce qui n'incite pas l'élève à le consulter en cas de difficulté académique ou personnelle (Banfield et coll., 2006 ;Hsu, 2014 ;Vallade et Malachowski, 2015 (Claus et coll., 2012). Les interactions négatives affectent la responsabilisation des élèves de sorte qu'ils auront davantage tendance à blâmer leur enseignant pour expliquer et justifier leurs comportements d'opposition (Kearney, Plax et Burroughs, 1991).…”

An Explanatory Mixed Method Study on Pre-Service Language Teachers' Communication Apprehension Towards Their Instructors

“…The presence of such environments encourages students to become more self-initiated, self-confident, and less anxious (Hsu, 2014) and as a result more positive instructional outcomes are likely to be achieved (Banfield et al, 2006;Boyle, 2011). In order to generate warmth and make a positive impact, teachers use some teaching behaviors such as gestures, movement, smiling, body position, and humor which are called "immediacy behaviors".…”