The Relationship Between Teacher-Student Interaction and English Learning Satisfaction for Elementary School Students

• Main Authors: Pei-ying Lee, 李裴穎
• Other Authors: Yin-wen Wang
• Format: Others
• Language: en_US
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/89255257801326073856

碩士 === 立德大學 === 應用英語研究所 === 97 === The purpose of this study was to examine the relationship between teacher-student interaction and English learning satisfaction for elementary school students. Moreover, this study also intended to examine teachers’ and students’ perceptions of teacher-student interaction in English classes. The participants were 416 students from the third grade to the sixth grade in Lo-Tung Town. They participated in the questionnaire study and English teachers participated in the interview study. This study took both quantitative and qualitative approaches, including two kinds of questionnaires: the Questionnaire of Teacher-Student Interaction (QTSI) and the Questionnaire of Learning Satisfaction (QLS); and follow-up one on one interview. The data of the questionnaire were analyzed by one-way ANOVA analysis and Pearson’s product-moment correlation in this study. The major findings were as follows: First, English teachers thought that teachers’ support and students’ participation would influence teachers’ teaching and students’ English learning in class. Second, the findings showed that both male and female students considered the cooperation was an important factor in teacher-student interaction; and it would affect their learning in class. Third, students pointed that the higher interaction between teachers and students, the higher learning satisfaction would be. A positive significant correlation was found between teacher-student interaction and English learning satisfaction in class. Key words: teacher-student interaction, English learning satisfaction, elementary school student