Teacher Confirmation and Caring as Predictors of Chinese and Iranian EFL Students’ Willingness to Attend EFL Classes

Yongliang  Wang; Ali Derakhshan

doi:10.30827/portalin.vi39.23625

Autores/as

Yongliang Wang School of College English Teaching and Research, Henan University, 85# Minglun Street, Shunhe Hui Minority District, Kaifeng, Henan, Postcode: 475000 https://orcid.org/0000-0002-4672-8481
Ali Derakhshan Golestan University https://orcid.org/0000-0002-6639-9339

DOI:

https://doi.org/10.30827/portalin.vi39.23625

Palabras clave:

alumnos de inglés como lengua extranjera, investigación transcultural, voluntad para asistir a clases, cuidado del profesor, aprecio del profesor

Resumen

El presente estudio mediante métodos mixtos investigó el papel del aprecio y cuidado del profesor en la voluntad comunicativa de los alumnos en clases de inglés como lengua extranjera. Para la fase cuantitativa, se eligieron 1006 y 605 alumnos universitarios chinos e iraníes respectivamente para el muestreo, y para la cualitativa, 43 chinos y 34 iraníes. Se utilizaron tres escalas y entrevistas semiestructuradas para recopilar datos. Los resultados aprobaron la estructura factorial y la validez de las tres escalas e indicaron el papel asociativo y predictivo positivo del aprecio y cuidado del profesor en el WTAC de los alumnos chinos e iraníes. Mientras tanto, mostraron diferencias significativas en las percepciones de cuidado, aprecio y WTAC, en que los participantes chinos superaron notablemente a los iraníes. El análisis también reveló que tanto los alumnos chinos como los iraníes creían en el papel facilitador del aprecio y del cuidado en WTAC. El análisis de los datos mediante MAXQDA presentó cuatro temas de factores relacionados con el profesor, el alumno, el contexto y la tarea, entre los cuales el tema del profesor y su subtema de factores interpersonales fueron considerados muy influyentes por los alumnos chinos e iraníes en la predicción de WTAC.

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Biografía del autor/a

Yongliang Wang, School of College English Teaching and Research, Henan University, 85# Minglun Street, Shunhe Hui Minority District, Kaifeng, Henan, Postcode: 475000

Yongliang Wang currently works as a full-time associate professor in applied linguistics at the School of College English Teaching and Research of Henan University, Mainland China. He once obtained his MSc in TESOL from the Graduate School of Education at Bristol University in the UK and got his Ph.D degree in Semiotics and Intercultural Communication. Recently, he has been focusing his research attention on the impact of the emotional and psychological variables on EFL teaching and learning practice, and EFL teachers’ professional development.

Ali Derakhshan, Golestan University

Ali Derakhshan is Associate Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He has published in both accredited international journals (Computers and Education, Applied Linguistics, Language Teaching Research, System, ELT Journal, Current Psychology, Frontiers in Psychology, etc.) and various local journals. His research interests are positive psychology, interlanguage pragmatics, intercultural communication, teacher education, and cross-cultural interpersonal factors in communication studies and educational psychology.

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