教育教学论文哪里有？本研究通过对数据的分析，得出了以下主要结论：首先，通过对所有关于教师的书面作品进行开放编码，从高中生潜在的FLE叙事中提取了24个因素，包括幽默、耐心、热情、责任心、小组工作、视频观看、角色扮演、，熟悉和有趣的东西、学习策略、外国文化、清晰的教学说明、各种教具的使用、师生之间的有效互动、情感支持、工具支持、信息支持和评估支持。
Chapter 1 Introduction
1.3 Research Significance
The significance of the present study can be illustrated from both theoretical andpractical aspects.
Theoretically, through analyzing teacher-related factors on junior high schoolstudents’ FLE, this study is expected to compensate for the inadequacy of domesticstudies on learners’ positive emotions, and provide valuable implications for futurestudy. In the meantime, the results of this study is also desired to enrich the literaturein this field of study, particularly in terms of various socio-cultural backgrounds andlearning environment.
Practically, the results of the present study is also desired to help Englishteachers to well recognize and understand teacher-related factors which inevitablyunderline their students’ FLE, offering them valuable pedagogical implicationsregarding the creation of positive English learning ambience, the enhancement ofstudents’ enthusiasm and enjoyment about English learning.
Chapter 3 Research Methodology
3.1Research QuestionsIn order to examine the teacher-related factors that influence junior high schoolstudents’ FLE and make it happen for learners to have enjoyment as well as enhancingtheir outcomes of English learning, three research questions are to be answered in thepresent study.
1. What are the teacher-related factors that influence the FLE of junior highschool students?
2. What categories do these factors fall into? What is the percentage of eachcategory?
3. What are the differences of various types of teacher-related factors on learners’FLE?
The technique focus-essay was implemented to obtain the information ofteacher-related factors and their corresponding categories, the proportion of eachcategory, and the participants’ beliefs about the influence of these factors on learners’FLE. Being a qualitative method, this instrument requires participants to producedetailed descriptions of a certain episode or event which has enabled them to focusexclusively on their own responses to such an exciting and unforgettable experience.This method, in turn, will allow the researcher to deeply delve into the intrinsicfeatures that have triggered some special feelings and emotions. The method offocused essay has been adopted by a number of studies (E.g. MacIntyre & Gardner,1991; Lin & Wang, 2018; Jiang, 2020), and has been becoming more and more widelyemployed in the field of SLA.
Chapter 4 Presentation of Results and Discussion
4.1 Teacher-related Factors on Junior High School Students’ FLE
All the 372 participants’ written pieces related to FLE-Teacher were coded in thepresent study. After the open coding, 24 teacher-related factors in junior high students’FLE were extracted from the narratives of the participants’ through the focused essays.Altogether 519 references were specified, including humor, clear enunciation ofinstructions, use of varied teaching aids, emotional support, and so on, which isdemonstrated in Table 4-1 as follows.
4.2 Categorization and Percentage of Teacher-related Factors onJunior High School Students’ FLE
All the 24 factors has been classified through axial coding into five categories,that is, teacher character, teaching activities, teaching content, teaching skills andteacher support.
Based on the number of nodes and references in NVivo, a model ofteacher-related factors in junior high school students’ English classroom enjoymentwas created. The data shown in Figure 4-1 represent respectively the number ofreferences of each category and the percentage. One thing worth mentioning is thatsome written pieces include more than one teacher-related factors. Therefore, thesepieces would be counted twice or more to ensure the comprehensiveness in the axialcoding. Consequently, a total sum of 519 references was attained, which was largerthan the number of the written pieces about teacher-related factors (372).
Chapter 5 Conclusion
5.1 Major Findings
This study has probed into the teacher-related factors underlying senior highschool students’ English classroom enjoyment from the perspective of learnersthrough collecting data of focused-essays and interviews. The analyses of the datashowed the major findings, which can be summarized as follows:
To begin with, through the open coding of the all the written pieces aboutFLE-Teacher, twenty-four factors were extracted from the narratives of the highschool students’ underlying their FLE, which include humor, patience, enthusiasm,responsibility, group work, video watching, role-play, something familiar andintriguing, learning strategies, foreign culture, clear teaching instructions, use ofvarious teaching aids, effective interactions between the teacher and the students,emotional support, instrumental support, informational support and appraisal support.
Second, following the axial coding, these twenty-four factors were categorizedinto five major categories, namely teacher character, teaching activities, teachingcontent, teaching skills and teacher support. More specifically, the category ofcharacter includes humor, patience, enthusiasm. responsibility and optimism; teachingactivities include group work, video watching and role-play; teaching content, beingthe third category, gets involved the coverage of something familiar and interesting,learning strategies, foreign culture and testing strategies; the category of teachingskills is concerned about clearly enunciated teaching instructions, the use of variousteaching aids and effective classroom interactions; and the last category of teachersupport is composed of emotional support, instrumental support, informationalsupport and appraisal support. Of all the five categories, teacher character wasmentioned most frequently in the focused essay writing, accounting for 31.7%, whichis also the largest percentage among all the five categories, followed by teaching activities (22.4%), teaching content (19.5%), teaching skills (15.8%) and teachersupport (10.6%).
reference(omitted)
