Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal
英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献
ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter
澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文
小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法
英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查
temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语
经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目
日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题
职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-16编辑:lgg点击率:3582
论文字数:36400论文编号:org201406161131027130语种:英语 English地区:中国价格:$ 66
摘要:As what has been mentioned in the previous section, almost no researcher in Chinahas experimented with student satisfaction in college EFL classroom environment; thisresearch will fill the academic gap which hitherto exists in our literature.
3. Results and Discussion
3.1 Provisional Questionnaire Generation
As is shown in the last section, the converged statements handed in by participants atthe stage of open-ended question investigation can be generalized in the followingtable(Table 6). After a careful reading of all the answer sheets, we preliminarily classifythese statements into several dimensions. Student satisfaction towards teacher concerns teacher's personal charm(such as "theinstructor is kind and easy-going"), teacher's academic support(such as "the instructorprovides assistance in academic related areas"), teacher's expertise(such as "the instructoris a wealth of knowledge"), teacher's innovation in teaching(such as "the instructor appliesnovel and different teaching methods") and teacher's equality(such as "The instructorgives the same opportunity for students to answer and discuss questions"). As to course,the students are more likely to be sensitive to the materials and activities in EFL class,such as "Teaching materials used in English classroom are from foreign colleges whichprovide authentic English for us". Besides, they pay much attention to the usefulness ofEFL learning. Statements like "I gain knowledge of western culture from what theinstructor presented during class" and "Writing practice conducted in English classroomcan improve my writing skills" are frequently mentioned in the answer sheets. Interactionin classroom can be categorized into teacher-student interaction, student-studentinteraction, assessment and student-material interaction. All of the four aspects arementioned by the participants, of which teacher-student(such as "our class isinstructor-oriented with few student participation") and student-student interaction(such as"I often exchange my learning experience and methods with other classmates")seem to bemore important to the students. As regards students satisfaction with their ownperformance in EFL classroom.
……………
Conclusion
This study is a tentative study which attempts to elicit latent factors affecting studentsatisfaction in college EFL classroom environment. Major findings of this research is thatteacher, course, interaction in EFL classroom, learner self-perception, the physicalclassroom environment and the resource provided in EFL classroom are influential factorsof student satisfaction with college EFL classroom environment (cf. 3.2.2) with 46.812%cumulative variance explained. Teacher is the most influential factor in EFL classroomenvironment, followed by course, interaction, learner self-perception, physical classroomenvironment and resources. Teacher dimension contains 14 items which concerns about 4aspects i.e. teacher’s personal charm, teacher’s support, teacher’s creativity and teacher’sexpertise in EFL teaching. Course dimension consists of 12 contributive items. The maincontributors of student satisfaction with EFL course which largely are the usefulness ofcourse. In the 8-item interaction dimension, peer interaction is proved to be mostinfluential, while the other three interaction forms (assessment, student-instructorinteraction and student-material interaction) are contributive aspects as well.
……………
Reference (omitted)