The Relationship between English Teachers’ Classroom Management Styles and Junior High School Students’ English Learning Interests in Changhua County

• Main Authors: Shih Yu Hsien, 施佑賢
• Other Authors: 吳璧如
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/2erfcy

碩士 === 國立彰化師範大學 === 教育研究所 === 102 === Abstract The main purpose of the study was to investigate the relationship of English teachers’ classroom management styles to junior high school students’ English learning interests in Changhua County. A total of 743 students responded to the Junior High School Students’ English Learning Experience Questionnaire. Descriptive statistics, Chi-square test, one-way MANOVA, and multiple regression were used to analyze the data. The results showed that most of English teachers’ classroom management style belonged to the Interactional but tended to the Interventional. High percentage of teachers in small schools and remote districts belonged to the Noninterventional style, whereas high percentage of teachers in large schools and urban districts belonged to the Interventional style. Students’ English learning interests reached to the intermediate-to-high level. Besides, teachers’ classroom management styles and background variables such as student gender, school size, and school location had significant effects on students’ learning interests. Finally, background variables and teachers’ classroom management styles could significantly predict students’ learning interests.