The relationship of perceived teacher effectiveness and perceived teacher's classroom use of dialects with motivational orientation for learning Chinese language of Grade 10 students in Chinese language class at Hengxian High School, Guangxi Province, China

Abstract

The purpose of this study was to identify the relationship of perceived teacher effectiveness, perceived teacher’s classroom use of dialects with motivational orientation for learning Chinese language of Grade 10 students in Chinese language class at Hengxian High School, Guangxi Province, China. Analysis of the collected data revealed that there was a significant, positive, and moderately strong correlation between perceived teacher effectiveness and motivational orientation for learning Chinese language of Grade 10 students in Chinese language class at Hengxian High School. The research findings indicate that the level of teacher effectiveness can affect students’ motivational orientation for learning Chinese language in Chinese language class at Hengxian High School. However, teacher’s classroom use of dialects does not significantly affect students’ motivational orientation for learning Chinese language in Chinese language class at Hengxian High School. Based on the research findings, recommendations for students, teachers, administrators and future researchers are provided.