Original article | International Journal of Research in Teacher Education 2021, Vol. 12(2) 1-12
Minwuyelet Andualem Desta
pp. 1 - 12 | Manu. Number: ijrte.2021.008
Published online: June 29, 2021 | Number of Views: 50 | Number of Download: 365
The purpose of this study was to investigate the relationship between students’ perception of English as a Foreign Language teachers’ interpersonal teaching behavior and their English language achievement. To attain this objective, a correlational research design was employed. Participants of the study were 177 first year students enrolled in the department of English Language and Literature at selected Universities. The study used purposive, and systematic random sampling techniques. Questionnaire on teacher interaction and English achievement test were used to gather data. The findings revealed that understanding was perceived as interpersonal behavior which occurred most often in EFL classes followed by strict, student freedom, & leadership respectively. Apart from this, uncertain behavior was found to be least perceived behavior in the classrooms. Also, the finding indicated that teachers in the sample areas were less dominant but more cooperative over the communication process with their students. In line with relationships, the study found positive & significant correlations between students’ English achievement & their teachers understanding, & leadership behavior. In sense of its contribution, understanding, followed by leadership interpersonal behavior was found to be the most powerful and significant variable on the students’ English achievement. Finally, it was recommended that teachers be given trainings continuously about teachers’ interpersonal teaching behavior and its relationship to students’ learning.
Keywords: English Achievement; Students’ Perception; Teachers Interpersonal; Teaching behavior
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