Relationship between teacher's personality, monitoring, learning environment, and students' EFL performance

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7 Citations (Scopus)

Abstract

Teachers have been widely acknowledged to critically influence students' learning and achievement. Nonetheless, the effects of teacher characteristics on student communication proficiency in the context of English as foreign language (EFL) learning have not received adequate attention among scholars. In contrast to most studies in the area, this article focuses on the influence of teacher-student interpersonal engagements, namely teacher's personality and monitoring, on EFL student communication proficiency. The purpose of this study is to explore whether teacher's characteristics and environmental learning factors influence students' overall communication proficiency. Drawing on sociocultural theory, the authors assume that EFL learning is bi-directional in nature. In addition to conceptualizing the direct impact of domain-specific determinants of communication proficiency, internal classroom conditions and external college facilities were assessed for possible moderating effects. Using a sample of college students in twelve different campus locations from Institut Kemahiran Mara (IKM), across Malaysia, the authors performed a regression analysis to empirically test the proposed research hypotheses. All constructs demonstrated low levels of multicollinearity and measurement scales indicated sufficient reliability and validity. Results show that teacher's personality is an important determinant of student proficiency in English. Monitoring efforts, however, did not have a direct influence on English proficiency but coupled with teacher's personality and college facilities, respectively, the coefficient interaction effects became significant. The results also reveal that classroom conditions do not interact with teacher's personality to improve student learning outcomes, nonetheless acts more predominantly as a predictor that directly enhances students' learning. Important research implications and future research directions are suggested.

Original languageEnglish
Pages (from-to)101-116
Number of pages16
JournalGEMA Online Journal of Language Studies
Volume14
Issue number1
Publication statusPublished - 2014

Fingerprint

foreign language
personality
learning environment
monitoring
teacher
performance
student
learning
communication
determinants
classroom
Monitoring
Learning Environment
student teacher
Malaysia
regression analysis
Proficiency
Communication
interaction
Student Learning

Keywords

  • Collaborative interaction
  • Communication proficiency
  • Learning environment
  • Moderating effects
  • Teacher characteristic

ASJC Scopus subject areas

  • Literature and Literary Theory
  • Language and Linguistics
  • Linguistics and Language

Cite this

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abstract = "Teachers have been widely acknowledged to critically influence students' learning and achievement. Nonetheless, the effects of teacher characteristics on student communication proficiency in the context of English as foreign language (EFL) learning have not received adequate attention among scholars. In contrast to most studies in the area, this article focuses on the influence of teacher-student interpersonal engagements, namely teacher's personality and monitoring, on EFL student communication proficiency. The purpose of this study is to explore whether teacher's characteristics and environmental learning factors influence students' overall communication proficiency. Drawing on sociocultural theory, the authors assume that EFL learning is bi-directional in nature. In addition to conceptualizing the direct impact of domain-specific determinants of communication proficiency, internal classroom conditions and external college facilities were assessed for possible moderating effects. Using a sample of college students in twelve different campus locations from Institut Kemahiran Mara (IKM), across Malaysia, the authors performed a regression analysis to empirically test the proposed research hypotheses. All constructs demonstrated low levels of multicollinearity and measurement scales indicated sufficient reliability and validity. Results show that teacher's personality is an important determinant of student proficiency in English. Monitoring efforts, however, did not have a direct influence on English proficiency but coupled with teacher's personality and college facilities, respectively, the coefficient interaction effects became significant. The results also reveal that classroom conditions do not interact with teacher's personality to improve student learning outcomes, nonetheless acts more predominantly as a predictor that directly enhances students' learning. Important research implications and future research directions are suggested.",
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