A multi dimensional study on college English teachers' role in Fuzhou, China / by Zhang Yue.

By: Contributor(s): Material type: TextTextLanguage: English Publication details: Indang, Cavite : 2015. Cavite State University- Main Campus,Description: xiii, 152 pages : illustrations ; 28 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): DDC classification:
  • 371.1  Y9 2015
Online resources: Production credits:
  • Graduate Studies Open Learning College (GSOLC)
Abstract: ZHANG YUE, A Multidimensional Study on English Teachers’ Roles in Fuzhou, China. A dissertation. Doctor of Philosophy in Education. Cavite State University, Indang, Cavite. June 2015. Adviser: Dr. Florita V. Miranda. This study is designed to examine the discrepancies between students’ perceived and expected role behaviors of college English teachers, between college English teachers’ self-perceived and ideal role behaviors, and between effective and ineffective college English teachers’ role behaviors in four selected schools in Fuzhou, China. In order to make the empirical research possible, the present study constructed and validated a CETRS or College English Teacher Role Scale. The research consisted of two surveys with CETRS, and teachers’ and students’ interviews, which yields three important and thought-provoking findings. First, this study indicates that significant discrepancies exist between college English teachers’ actual and expected role behaviors from students’ view on all eight subscales, and the mismatch is greater on four subscales: “teacher-student relationship”, “creation of class climate”, “knowledge delivery”, and “learning guidance”. The students expected that their college English teachers play the role of “parental friend”, which reflects the importance of Chinese teachers’ role as parents who care for and nurture their students (Biggs and Watkins, 2001), and embodies the Chinese concern for relational harmony (Chen, 2002). The emphasis of college English teachers’ role as “creator of classroom climate” echoes Fraser’s (1986) finding that the greater the degree of concordance between one's ideal classroom and actual classroom within which one finds oneself is, the greater the degree of satisfaction there is likely to be. The expectation of and expected role behaviors, and between effective and ineffective teachers’ role behaviors offer some implications to foreign language teacher education in Fuzhou, China. This research work bears some limitations; it offers some valuable implications to foreign teachers’ professional development and to foreign teacher education in Fuzhou, China. As the empirical research of foreign teachers’ role behaviors is a relatively new field of research in Fuzhou, China, we hope that the present study will pave the way for more such studies.
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Theses / Manuscripts Theses / Manuscripts Ladislao N. Diwa Memorial Library Theses Section Non-fiction 371.1 Y9 2015 (Browse shelf(Opens below)) Link to resource Room use only T-6614 00011143

Thesis (Doctor of Philosophy in Education) Cavite State University

Includes bibliographical references.

Graduate Studies Open Learning College (GSOLC)

ZHANG YUE, A Multidimensional Study on English Teachers’ Roles in Fuzhou, China. A dissertation. Doctor of Philosophy in Education. Cavite State University, Indang, Cavite. June 2015. Adviser: Dr. Florita V. Miranda.

This study is designed to examine the discrepancies between students’ perceived and expected role behaviors of college English teachers, between college English teachers’ self-perceived and ideal role behaviors, and between effective and ineffective college English teachers’ role behaviors in four selected schools in Fuzhou, China. In order to make the empirical research possible, the present study constructed and validated a CETRS or College English Teacher Role Scale. The research consisted of two surveys with CETRS, and teachers’ and students’ interviews, which yields three important and thought-provoking findings.

First, this study indicates that significant discrepancies exist between college English teachers’ actual and expected role behaviors from students’ view on all eight subscales, and the mismatch is greater on four subscales: “teacher-student relationship”, “creation of class climate”, “knowledge delivery”, and “learning guidance”. The students expected that their college English teachers play the role of “parental friend”, which reflects the importance of Chinese teachers’ role as parents who care for and nurture their students (Biggs and Watkins, 2001), and embodies the Chinese concern for relational harmony (Chen, 2002). The emphasis of college English teachers’ role as “creator of classroom climate” echoes Fraser’s (1986) finding that the greater the degree of concordance between one's ideal classroom and actual classroom within which one finds oneself is, the greater the degree of satisfaction there is likely to be. The expectation of and expected role behaviors, and between effective and ineffective teachers’ role behaviors offer some implications to foreign language teacher education in Fuzhou, China.

This research work bears some limitations; it offers some valuable implications to foreign teachers’ professional development and to foreign teacher education in Fuzhou, China. As the empirical research of foreign teachers’ role behaviors is a relatively new field of research in Fuzhou, China, we hope that the present study will pave the way for more such studies.


Submitted copy to the University Library. 05-08-2017 T-6614

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