Page 41 - 2016基督教教育‧國際研討會

1-13 Understanding How Students’ English Learning Can be Impacted by Teacher
Misbehaviors

徐琍沂博士
Dr. Lisa Hsu

Abstract:

The primary purpose was to examine college students’ perceptions of English teachers’
misbehaviors as well as their attitude towards their affective learning and willingness to
communicate (WTC) in English classes. This study employed three instruments for data
gathering. The questionnaires surveyed 679 participants, asking them to reflect on their
perceptions of teachers’ misbehaviors demonstrated while teaching and to self-assess their
own feeling about it and their WTC in English. Multiple regression was computed; three
particular teacher misbehaviors significantly impact students’ affective learning in a negative
way, they are: 1) Teacher never changes teaching method; class is boring; 2) Teacher doesn’t
believe in, nor encourage or acknowledge students’ achievement; 3) Teacher shows movies
for the entire semester without giving summaries, or providing subtitles and explanations.
Multiple regression also revealed two teacher misbehaviors were significant predictors of
students’ negative WTC. Two misbehaviors were revealed, one is “teacher has not prepared
for class before he/she teaches” and “teacher never changes teaching method; class is boring.”
Christian educators should respond to these findings by incorporating various teaching
approaches to meet individual students’ needs. This paper also provides examination of how
Jesus demonstrated diverse teaching methods as He taught individuals, small groups, and
large crowds. At the end, this paper provides some teaching and learning applications, future
research suggestions, and present study limitations.

Keywords: teacher misbehaviors, affective learning, willingness to communicate, Christian
educator

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