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Research Article Open access CC BY 4.0

EFL Teacher Verbal Aggressiveness and Student Intrinsic Motivation and Social-Affective Strategy Use: Investigating Possible Relations

Polyxeni Manoli, Alexandra Bekiari

Advances in Research · pp. 1–13 · Published 16 Sep 2015

10.9734/AIR/2015/19692

Abstract

The study examined the relations among perceived English as Foreign Language (EFL) teachers’ verbal aggressiveness and students’ intrinsic motivation and social-affective strategy use. The sample consisted of 148 Greek-speaking undergraduate students (aged 18-23 years old) attending EFL courses. Three types of questionnaires, an adapted version of the Verbal Aggressiveness Questionnaire, the Intrinsic Motivation Inventory, and the Strategy Inventory Language Learning were used to collect data. The results supported the internal consistency of the instruments. Correlational analysis indicated that perceived EFL teachers’ verbal aggressiveness was positively correlated with students’ pressure/tension (r=.78) and negatively related to enjoyment/interest             (r=-.93), competence (r=-.88), effort/importance (r=-.64), affective (r=-.92) and social strategy use (r=-.94). Based on the results of the present study, it can be alleged that the teacher behavior can exert great influence on student feelings, attitude to the lesson, strategy use and, consequently, the language learning process. The findings and implications of the contribution of teacher behaviour to the EFL student language learning as well as future research suggestions are further discussed.

EFL learning and teaching teacher verbal aggressiveness teacher behavior student intrinsic motivation social and affective strategy use

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