An Case Study of How Language School Teachers Enhance Self-Esteem of ementary School Students to Facilitate English Learning

• Main Authors: Huei-Yan Jhou, 周慧妍
• Other Authors: Wen-Cheng Hsu
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/82858699981400105820

碩士 === 中原大學 === 應用外語研究所 === 98 === ABSTRACT To date, language schools and cram schools occupy the English educational environment in Taiwan; few studies, however, have been conducted in this setting. Besides, self-esteem has been found to be related to students’ learning success. This study, thus, aims to investigate how “successful” language school teachers enhance their learners’ self-esteem to facilitate better English learning, to identify or categorize the strategies or methods the teachers employ, and to study the beliefs and thoughts of the teachers when they are interacting with their learners. To these aims, three teachers in a selected English language institute were interviewed about some cases and observed their teaching and interacting with their learners. Moreover, the teachers’ supervisor, and colleagues who had observed their teaching were also interviewed to triangulate perspectives of the three teachers’ and the researcher’s observation. The interview contents were analyzed via the Narrative Analysis method. Findings showed that the teachers all emphasized the good control of praise timing, tone and the occasions or conditions where the praises are provided. The teachers also claimed that parents’ supports, fair issues, Pygmalion Effect and individual differences are keys to enhancing learners’ self-esteem and their English learning. The results offered implications for English teachers in their daily practice as well as for parents.