How do students’ experiences of teacher classroom behaviour impact their motivation and achievement?  A study with English language students in Indonesia.

Year: 2013

Author: Hasan, Diana

Type of paper: Abstract refereed

Abstract:
This study examines the association between students’ motivation, perception of teachers’ classroom behaviour and their achievement in learning English as a Foreign Language in an Indonesian senior secondary school context.  The participants were students in Years 10 and 11 (N=340) from two different schools -an International Standard School (ISS) and a non-International Standard School (non-ISS) and included eight English teachers from these two schools. The students completed the Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich, Smith, Garcia, & McKeachie (1991) and Students’ Response to Teacher Style (SRTS) by Watt and Richardson ( 2007); in addition, teachers completed the parallel Teacher Style Scale (TSS).Student achievement was measured by using the Preliminary English Test (PET),  and a final assessment score provided by the teachers. The results indicate that overall these Indonesian secondary school students were extrinsically motivated. Students’ level of motivation was significantly different across the two time points -at the beginning of the semester and ten weeks  later. Students’ perception on their teacher’s classroom behaviour played an important role in relation to their motivation for learning English.  Students who perceived their teacher positively showed higher levels of motivation and showed better achievement.

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