A correlational study of intensive English program students’ perceptions of teacher rapport and delivery, motivation for learning and academic achievement in the intensive English class at the institute of liberal arts and sciences, Maijayang, Kachin State, Myanmar
A correlational study of intensive English program students’ perceptions of teacher rapport and delivery, motivation for learning and academic achievement in the intensive English class at the institute of liberal arts and sciences, Maijayang, Kachin State, Myanmar
au.link.externalLink | [Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/4868/3376) | |
dc.contributor.author | Pan, Sut Ngai Htoi | |
dc.contributor.author | Gonzalez, Orlando Rafael Gonzalez | |
dc.date.accessioned | 2022-03-22T03:04:52Z | |
dc.date.available | 2022-03-22T03:04:52Z | |
dc.date.issued | 2022 | |
dc.description.abstract | This quantitative study aimed to investigate whether there was a significant relationship of students’ perceptions of teacher rapport and delivery, motivation for learning, and academic achievement in the Intensive English Program at the Institute of Liberal Arts and Sciences, Myanmar. The population comprised of 48 students in the Intensive English Program (IEP) during the academic year of 2019-2020. The research instruments were the Students’ Perceptions of Teacher Rapport and Delivery Questionnaire (SPTRDQ; Barnes & Lock, 2013), the Questionnaire for Measuring Motivation for Learning English as a Foreign Language (QMMLEFL; Gardner, 2010), and the Intensive English examination. Data collection was analyzed by using descriptive statistics and multiple correlation coefficients. The research findings indicated that the students perceived teacher rapport and delivery in the Intensive English class as good, and their motivation for learning EFL was high. The IEP students were found to have good academic achievement. The results from the correlational analysis revealed significant, moderately strong multiple linear relationships of students’ perception of teacher delivery and motivation for learning EFL with their academic achievement in the Intensive English class, whereas no significant relationship was found between participants’ perception of teacher rapport and their academic achievement. | |
dc.format.extent | 14 pages | |
dc.format.mimetype | application/pdf | |
dc.identifier.citation | Scholar: Human Sciences 14, 1 (January-June 2022), 388-401 | |
dc.identifier.uri | https://repository.au.edu/handle/6623004553/25260 | |
dc.language.iso | eng | |
dc.publisher | Bangkok : Assumption University Press | |
dc.rights | This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner. | |
dc.rights.holder | Assumption University | |
dc.subject | Perceptions | |
dc.subject | Teacher rapport | |
dc.subject | Teacher delivery | |
dc.subject | Motivation for learning | |
dc.subject | English academic achievement | |
dc.subject | English as a foreign language | |
dc.subject | Intensive English program | |
dc.subject | Myanmar | |
dc.subject.other | Scholar: -- Human Sciences | |
dc.subject.other | Scholar: -- Human Sciences -- 2022 | |
dc.title | A correlational study of intensive English program students’ perceptions of teacher rapport and delivery, motivation for learning and academic achievement in the intensive English class at the institute of liberal arts and sciences, Maijayang, Kachin State, Myanmar | |
dc.type | Text | |
mods.genre | Journal Article |
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