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

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...

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Main Authors: Nik Mohd Hazrul Nik Hashim,, Syed Shah Alam,, Norazlina Mohd Yusoff,
Format: Article
Language:English
Published: Penerbit UKM 2014
Online Access:http://journalarticle.ukm.my/7002/1/4637-13530-1-PB.pdf
http://journalarticle.ukm.my/7002/
http://ejournal.ukm.my/gema/index
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spelling my-ukm.journal.70022016-12-14T06:42:49Z http://journalarticle.ukm.my/7002/ Relationship between teacher’s personality, monitoring, learning environment, and students’ EFL performance Nik Mohd Hazrul Nik Hashim, Syed Shah Alam, Norazlina Mohd Yusoff, 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. Penerbit UKM 2014-02 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/7002/1/4637-13530-1-PB.pdf Nik Mohd Hazrul Nik Hashim, and Syed Shah Alam, and Norazlina Mohd Yusoff, (2014) Relationship between teacher’s personality, monitoring, learning environment, and students’ EFL performance. GEMA: Online Journal of Language Studies, 14 (1). pp. 101-116. ISSN 1675-8021 http://ejournal.ukm.my/gema/index
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description 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.
format Article
author Nik Mohd Hazrul Nik Hashim,
Syed Shah Alam,
Norazlina Mohd Yusoff,
spellingShingle Nik Mohd Hazrul Nik Hashim,
Syed Shah Alam,
Norazlina Mohd Yusoff,
Relationship between teacher’s personality, monitoring, learning environment, and students’ EFL performance
author_facet Nik Mohd Hazrul Nik Hashim,
Syed Shah Alam,
Norazlina Mohd Yusoff,
author_sort Nik Mohd Hazrul Nik Hashim,
title Relationship between teacher’s personality, monitoring, learning environment, and students’ EFL performance
title_short Relationship between teacher’s personality, monitoring, learning environment, and students’ EFL performance
title_full Relationship between teacher’s personality, monitoring, learning environment, and students’ EFL performance
title_fullStr Relationship between teacher’s personality, monitoring, learning environment, and students’ EFL performance
title_full_unstemmed Relationship between teacher’s personality, monitoring, learning environment, and students’ EFL performance
title_sort relationship between teacher’s personality, monitoring, learning environment, and students’ efl performance
publisher Penerbit UKM
publishDate 2014
url http://journalarticle.ukm.my/7002/1/4637-13530-1-PB.pdf
http://journalarticle.ukm.my/7002/
http://ejournal.ukm.my/gema/index
_version_ 1643736969811853312
score 13.211869

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