The Impact of Teacher-Student Relationships on EFL Learning
Article Sidebar
Main Article Content
Abstract
This research report aims at sharing the findings that emerged from a qualitative research study by a student-teacher, under the supervision of two practicing teacher-researchers. The study focused on the impact of teacher-student relationships in English as a foreign language learning according to the collective perceptions of a group of university students. The data generation process employed was comprised of semi-structured interviews, as well as the concurrent analysis of the data, based on aspects of grounded theory. The results of this inquiry revealed that university students’ sense of well-being, attitudes, and willingness to learn are improved when teachers demonstrate empathy, interest in student development, and respect.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.
References
Bordia, S., Wales, L., Pittam, J., & Gallois, C. (2006). Student expectations of TESOL programs: Student and teacher perspectives. Australian Review of Applied Linguistics, 29(1), 4.1–4.21.
Charmaz, K. (2003). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 509-535). Thousand Oaks, CA: Sage.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London, UK: Routledge/Falmer
Cresswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
Day, C., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17(4), 403-415.
Denzin, N. K., & Lincoln, Y. S. (1998). Strategies of qualitative inquiry. Thousand Oaks, CA: Sage.
Giles, D. (2008). Exploring the teacher-student relationship in teacher education: A hermeneutic phenomenological inquiry (Doctoral dissertation). Auckland University of Technology, New Zealand. Retrieved from http://aut.researchgateway.ac.nz/bitstream/handle/10292/537/GilesD.pdf?sequence=4
Hargreaves, A. (1998). The emotions of teaching and educational change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. W. Hopkins (Eds), International handbook of educational change (pp. 558-570). Dordrecht, NL: Kluwer Academic Publishers.
Hargreaves, D. H. (1999). Schools and the future: The key role of innovation. In Centre for Educational Research and Innovation, OECD (Ed.), Innovating schools (pp. 45-58). Paris, FR: Editor.
Hawk, K., Cowley, E. T., Hill, J., & Sutherland, S. (2000). The importance of the teacher/student relationship for Maori and Pasifika students [PDF Version]. Retrieved from http://www.educationgroup.co.nz/uploads/Publications/The%20importance%20of%20the%20teacher-student%20relationship.pdf
Heikkinen, H. L. T. (September, 2003). Becoming a teacher - Struggling for recognition. Paper presented at the European Conference on Educational Research, University of Hamburg.
Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83-86. Retrieved from http://jeteraps.scholarlinkresearch.org/articles/Grounded%20Theory%20and%20the%20Constant%20Comparative%20Method.pdf
Kvale, S. (2008). Doing interviews. Thousand Oaks, CA: Sage.
Larson, R. (2011). Teacher-student relationships and student achievement. Omaha, NE: University of Nebraska.
Marzano, R. J., & Marzano J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 1-11. Retrieved from http://home.comcast.net/~reasoned/4410/PDFonCRM/Marzano%20Keys%20CRM.pdf
Narváez, O. M. (2009). University students’ beliefs about teaching and teachers. In R. Reyes (Ed.), Creencias, estrategias y pronunciación en el aprendizaje de lenguas extranjeras (pp. 183-206). Chetumal, MX: Universidad de Quintana Roo.
Nugent, T. T. (2009). The impact of teacher-student interaction on student motivation and achievement (Doctoral dissertation). University of Central Florida, Orlando. Retrieved from http://etd.fcla.edu/CF/CFE0002884/Nugent_Tisome_T_200912_EdD.pdf
Parker, I. (1999). Qualitative research. In P. Banister, E. Burman, I. Parker, M. Taylor, & C. Tindall (Eds.) Qualitative methods in psychology: A research guide (pp. 1-16). Buckingham, UK: Open University Press.
Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Educational Studies, 2(4), 39-44.
Vilar Beltrán, E. (1995). Roles of teachers. A case study based on: Diary of a language teacher (Joachmin Appel 1995) [PDF Version]. Retrieved from http://www.uji.es/bin/publ/edicions/jfi6/teachers.pdf
Zembylas, M. (2004). The emotional characteristics of teaching: An ethnographic study of one teacher. Teaching and Teacher Education, 20(2), 185–201.