The Study of Students' Perception of English Teachers' Teaching Styles and Students' Learning Satisfaction in Elementary Schools

• Main Authors: Yu-Fang Huang, 黃郁芳
• Other Authors: Yin-Wen Wang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/25925356080157721607

碩士 === 康寧大學 === 應用外語研究所 === 103 === This study aimed to investigate the relationship between students’ perception of their English teachers’ teaching styles and students’ learning satisfaction in elementary schools. A total of 523 elementary school students in Changhua County were randomly investigated. The questionaire composed of three parts － personal information, teaching styles scale and learning satisfaction scale. The data collected was analyzed by computing descriptive statistics, independent samples t-test, ANOVA and Pearson product-moment correlation. The results of the study indicated that the majority of the students’ perceptions of English teachers’ teaching styles were situated between teacher-centered and student-centered, while the perception of teacher-centered style constituted the lowest numbers. Female students’ were more likely to perceive a teaching style as student-centered than male students. The third and forth grade students perceived a student-centered teaching style. The fifth grade students’ perception was between teacher-centered and student-centered, and the perception of the sixth grade students was teacher-centered style. Students who never learned English outside of school as well as those with more than 5 years of English learning experience outside of school tended to perceive their teachers’ teaching style as student-centered. Eighty percent of students with 1-4 years of English learning experience outside of school perceived a style in the middle between teacher-centered and student-centered. For elementary school students’ English learning satisfaction, the largest influencing factor was their teacher’s instruction. Female students’ learning satisfaction was higher than male students’. Third grade students’ learning satisfaction was the highest and sixth grade students’ lowest. Students with 6 years of English learning experience outside of school showed the highest learning satisfaction, while those with 3-4 years had the lowest satisfaction. However, the English learning satisfaction of those who never learned English outside of school was not the lowest. Students’ perception of English teachers’ teaching styles significantly correlated to their learning satisfaction in elementary schools. Based on the results, the researcher suggests that English teachers should identify students’ backgrounds and learning needs. English teachers are supposed to communicate and cooperate with homeroom teachers in order to understand the learning difficulties students have. In the meantime, teachers should adequately meet the needs of their students, integrate elements and activities students are interested in into teaching, encourage students instead of blaming them, and adopt differentiated assessment. With all of these factors implemented, the satisfaction of learning will increase, and learning motivation as well as learning success can be intensified.