This study investigated Taiwanese English teacher misbehaviors in relation to college student motivation in English classes. The sample consisted of 344 college students from two types of universities -comprehensive universities and technical universities- located in central Taiwan. The participants were asked to respond to instruments designed to measure the frequency of English teachers' misbehaviors (in a Taiwanese context) and their influence on students' motivation for learning English. The results of the Pearson correlation indicated that English teachers' misbehaviors were correlated negatively and significantly with students' motivation for learning English. In addition, multiple regression analyses revealed that five teacher misbehaviors were significant predictors of students' motivation for learning English. Findings of this study suggest that students' motivation for learning English is reduced when the English teacher exhibits the following misbehaviors: Unprepared and disorganized teaching, boring lectures, ignoring students' need, unclear explanations, and failure to notify of changes. Finally, implications of these findings are discussed.
為了持續優化網站功能與使用者體驗,本網站將Cookies分析技術用於網站營運、分析和個人化服務之目的。
若您繼續瀏覽本網站,即表示您同意本網站使用Cookies。