Exploring Teacher-Student Communication in English as a Foreign Language (EFL) Classes in a Private University in China

Abstract

This thesis explores the importance of teacher-student communication in English as a foreign language classes in a private university in China. It outlines the positive impacts of effective teacher-student communication on teaching and learning and reveals the perceived causes and negative impacts of teacher-student classroom communication problems. The research topic originated from the researcher’s personal experiences and her belief in the importance of teacher-student classroom communication. Drawing upon the literature and the researcher’s understanding of the researched area, research aims and questions were established which enabled a deep and critical exploration of the research topic. A conceptual framework was developed based on the exploration of the key contexts and concepts. This acted as a guide for this empirical work underpinning the researcher’s methodological decisions and capturing an early attempt to suggest a relationship between the concepts and ideas which help to explain teacher-student classroom communication. Underpinned by the philosophy of social constructivism, a qualitative research approach was adopted to conduct the empirical study. Thirteen participants were interviewed to collect in-depth data. The data was analyzed through a thematic data analysis approach. Key findings include the importance of teacher-student classroom communication in its two core roles—functional (pedagogical) roles and psychological roles. Teacher-student classroom communication is not only a medium to support the completion of academic learning, but also a facilitator to satisfy both teachers’ and students’ psychological needs. When teacher-student classroom communication can best serve both functional and psychological purposes, it results in the most positive influences on teaching and learning. Drawing on the findings, the original conceptual framework was refined. The new conceptual framework not only demonstrates how teacher-student classroom communication and the context in which it occurs influence each other, but also illustrates two important functions and positive impacts of effective teacher-student classroom communication on teaching and learning. The importance of teacher-student classroom communication lies its serving both functional and psychological purposes which includes knowledge transmission, giving instructions, asking and answering questions, assigning tasks, building and maintaining teacher-student relationships, creating a relaxing and active atmosphere, motivating and encouraging students, and helping students build confidence. When these purposes can be served via effective teacher-student classroom communication, knowledge can be better transmitted and received, meanings can be understood, misunderstandings can be reduced, students’ engagement and learning attitudes can be improved and mutual trust can be built. The findings have potential implications for policy and practice in the educational field. For the native English speaker language teachers, strategies such as using simple words and short sentences, slowing speaking speed, and properly using body languages and idioms are underlined as significant ways forward, based on my findings. In addition, taking teacher development courses are also effective ways for native English speaker language teachers to acquire cultural and contextual information. For non-native English speaker language teachers, a student-centered teaching mode which facilitates classroom communication is suggested. The students are advised to improve their English proficiency and raise the awareness of their roles in promoting effective teacher-student classroom communication. For the school leaders and policymakers, small-sized classes with fewer numbers of students are suggested. Further development activities for staff and policy makers would support greater understanding of the crucial nature of teacher-student classroom communication.