@article{education20142118,
author={Hsu, Lisa},
title={An Exploration of the Effects of College EnglishTeacher Misbehaviors on Students¡¯ Willingnessto Communicate in English Classes},
journal={American Journal of Educational Research},
volume={2},
number={11},
pages={1050--1059},
year={2014},
url={http://pubs.sciepub.com/education/2/11/8},
issn={2333-4770},
abstract={This study aims to investigate teachers¡¯ inappropriate teaching misbehaviors in relation to students¡¯ willingness to communicate (WTC) in English classes by positing a mediational effect of students¡¯ affective learning. This study argues instead of an indirect effect on students¡¯ affective learning from teachers¡¯ misbehaviors¡ªderisiveness, incompetence, irresponsibility, and non-immediacy¡ªwhich occur in the classroom and could directly impact students¡¯ WTC. The participants were asked to respond to three instruments designed for this study. Three hypotheses were posed and found that teacher misbehaviors were correlated negatively at a significant level on four aspects of students¡¯ affective learning. Though teacher misbehavior only showed a minor negative relationship with students¡¯ WTC, but SEM analysis indicated that students¡¯ WTC was directly affected by teacher misbehavior than via indirect effect from students¡¯ affective learning. Implications of these findings are addressed. The limitation and future research suggestions are discussed in the end.},
doi={10.12691/education-2-11-8}
publisher={Science and Education Publishing}
}