What is it like learning with an enthusiastic teacher? – A survey on university EFL students
DOI:
https://doi.org/10.54855/ijte.22248Keywords:
teacher’s enthusiasm, learning motivation, teacher’s enthusiasm effects, student’s learning motivation, student’s perceptionsAbstract
Students need effort and motivation to get outstanding scholastic achievements and to keep themselves motivated throughout their educational journey. Some students drop out of school owing to demotivation in class. Others struggle to find excitement or interest in their study. One of the most crucial things in keeping students inspired to learn while they are at school is the teacher. There is a lot of research that has studied the effects of teachers' enthusiasm on students' learning, especially learning motivation, but little has been done on EFL (English as a foreign language) students at university. This study aimed to investigate how EFL students feel in relation to their learning motivation when they learn with an enthusiastic teacher. The participants are 150 EFL students from a university in Ho Chi Minh City, Vietnam. To collect and analyze the data needed for this investigation, the researchers used a quantitative method with a questionnaire employed as a measurement tool. The result has found that student’s positive perceptions exceptionally outweigh negative ones. The study concludes by making some recommendations for better motivating students and for future research.
References
Adkins-Coleman, T. A. (2010). “I'm not afraid to come into your world”: Case studies of teachers facilitating engagement in urban high school English classrooms. Journal of Negro Education, 79(1), 41-53.
Agee, T. N. (2016). The Use of Instruction and Teacher Enthusiasm: How Teachers Impact Student Motivation and Engagement in the Secondary English Classroom. Student Research Submissions, 185. Retrieved from https://scholar.umw.edu/student_research/185/
Burić, I. (2019). The role of emotional labor in explaining teachers' enthusiasm and students' outcomes: A multilevel mediational analysis. Learning and Individual Differences, 70, 12-20. https://doi.org/10.1016/j.lindif.2019.01.002
Collins, M. L. (1978). Effects of enthusiasm training on preservice elementary teachers. Journal of Teacher Education, 29(1), 53-57.
Espinar Redondo, R., & Ortega Martín, J. L. (2015). Motivation: The road to successful learning. Profile Issues in Teachers' Professional Development, 17(2), 125-136. http://dx.doi.org/10.15446/profile.v17n2.50563
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and social studies, 10(4), 16-37.
Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A. & Mat, R. C. (2017). A review of the motivation theories in learning. AIP Conference Proceedings.
Johnson, D. (2017). The Role of Teachers in Motivating Students to Learn. BU Journal of Graduate studies in education, 9(1), 46-49.
Keller, M., Neumann, K. & Fischer, H. E. (2013). Teacher Enthusiasm and Student Learning. International guide to student achievement, 247-249. Retrieved from http://kops.unikonstanz.de/bitstream/handle/123456789/25688/Keller_256884.pdf?sequence=2&isAlowed=y
Keller, M. M., Goetz, T., Becker, E. S., Morger, V. & Hensley, L. (2014). Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest. Learning and Instruction, 33, 29-38.
Keller, M. M., Hoy, A. W., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, 28(4), 743-769. https://doi.org/10.1007/s10648-015-9354-y
Kunter, M. (2013). Motivation as an aspect of professional competence: Research findings on teacher enthusiasm. In Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 273-289). Springer, Boston, MA.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820. DOI: https://doi.org/10.1037/a0032583
Lo, V. P. (2022). The challenges of Rural Students in Vietnam towards higher education. International Journal of TESOL & Education, 2(1), 225-237. DOI: https://doi.org/10.54855/ijte.22211 4
Mojavezi, A., & Tamiz, M. P. (2012). The Impact of Teacher Self-efficacy on the Students’ Motivation and Achievement. Theory and Practice in Language Studies, 2(3), 483-491. doi: https://doi.org/10.4304/tpls.2.3.483-491
Murray, H. G. (1983). Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of educational psychology, 75(1), 138.
Ngo, D. H. (2021). Perceptions of EFL tertiary students towards the correlation between e-learning and learning engagement during the COVID-19 pandemic. International Journal of TESOL & Education, 1(3), 235-259. EOI: http://eoi.citefactor.org/10.11250/ijte.01.03.013.
Pan, Y. H. (2014). Relationships among teachers’ self-efficacy and students’ motivation, atmosphere, and satisfaction in physical education. Journal of Teaching in Physical Education, 33(1), 68-92.
Patrick, B. C., Hisley, J., & Kempler, T. (2000). “What's everybody so excited about?”: The effects of teacher enthusiasm on student intrinsic motivation and vitality. The Journal of experimental education, 68(3), 217-236.
Singh, P., & Singh, M. P. (2021). The role of teachers in motivating students to learn. Techno Learn, 11(1), 29-32.
Svinicki, M. D. & Vogler, J. S. (2012). Motivation and Learning: Modern Theories. Encyclopedia of the Sciences of Learning.
Tanveer, M. A., Shabbir, M. F., Ammar, M., Dolla, S. I., & Aslam, H. D. (2012). Influence of teacher on student’s learning motivation in management sciences studies. American Journal of Scientific Research, 67(1), 76-87.
Thoonen, E. E., Sleegers, P. J., Peetsma, T. T., & Oort, F. J. (2010). Can teachers motivate students to learn?. Educational studies, 37(3), 345-360. https://doi.org/10.1080/03055698.2010.507008
Tohidi, H., & Jabbari, M. M. (2012). The effects of motivation in education. Procedia-Social and Behavioral Sciences, 31, 820-824. doi: https://doi.org/10.1016/j.sbspro.2011.12.148
Ulug, M., Ozden, M. S., & Eryilmaz, A. (2011). The effects of teachers’ attitudes on students’ personality and performance. Procedia-Social and Behavioral Sciences, 30, 738-742. doi: https://doi.org/10.1016/j.sbspro.2011.10.144
Wood, A. M. (1998). The effects of teacher enthusiasm on student motivation, selective attention, and text memory. London: Faculty of Graduate Studies, University of Western Ontario.
Zhang, Q. (2014, February 1). Retrieved from Teaching with Enthusiasm: Engaging Students, Sparking curiosity, and Jumpstarting Motivation: https://www.natcom.org/communication-currents/instructors-corner-3-teaching-enthusiasm-engaging-students-sparking-curiosity
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Le Quang Thao, Tran Cam Tu
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.