||Students' Perceptions and GTAs' Self-Perceptions of GTA Instruction of Freshman English Lab
||Department of English
graduate teaching assistants
English language lab
||As the responsibility of undergraduate instruction is increasingly given over to graduate teaching assistants (GTAs) in higher educational institutes worldwide, a growing number of universities in EFL contexts employ GTAs to teach introductory undergraduate English courses. Therefore, this study aims to explore students’ perceptions and GTAs’ self-perceptions of GTA instruction of English lab courses. Both quantitative data and qualitative data were colleted from a questionnaire delivered to students and interviews with students and GTAs in 3 classes of Freshman English Lab at a university in northern Taiwan. Results show that the undergraduate and GTAs were generally content with the GTAs’ instruction of Freshman English Lab. Findings of this study provide valuable and useful insights into GTA instruction and GTA training programs for English lab teaching in EFL contexts.
||LIST OF TABLES VII
CHAPTER ONE 1
Purpose of the Study 4
Research Questions 5
Significance of the Study 5
Definition of Terms 5
Graduate Teaching Assistant 6
Freshman English Lab 7
CHAPTER TWO 9
LITERATURE REVIEW 9
The Role of GTAs 9
GTAs’ Professional Knowledge 11
GTAs’ Interpersonal Skills 14
GTAs’ Teaching Performance 16
GTA Training 19
CHAPTER THREE 22
Undergraduate Students 22
Instruction Material 24
Data Collection 27
Data Analysis 28
CHAPTER FOUR 30
Quantitative Results 30
Undergraduate Students’ Evaluation of GTA Instruction 30
Qualitative Results 33
The Roles of GTAs 34
Undergraduate Students’ Perceptions—as friends instead of teachers 34
GTAs’ Perceptions—as teachers 35
Interpersonal Skills and Individual Rapport with Students 36
Undergraduate Students’ Perceptions 36
Individual rapport. 38
GTAs’ Perceptions 40
Encouraging attitude. 41
Informal talks. 41
Individual rapport. 42
English Language Skills 44
Undergraduate Students’ Perceptions 45
English proficiency. 45
English use. 46
GTAs’ Perceptions 48
English proficiency. 48
English use. 49
Teaching Style 50
Undergraduate Students’ Perceptions 50
Lacking control. 53
GTAs’ Perceptions 53
Enthusiastic and energetic. 54
Relaxing and funny. 55
Teaching Techniques 56
Undergraduate Students’ Perceptions 56
Organized and clear. 58
Adaptability and flexibility. 59
GTAs’ Perceptions 60
Course Design 62
Undergraduate Students’ Perceptions 62
Worthiness of learning. 62
Breadth of coverage. 63
Workload and difficulty. 66
GTAs’ Perceptions 67
Worthiness of learning. 67
Breadth of coverage. 67
Workload and difficulty. 70
Lab Skills 71
Undergraduate Students’ Perceptions 71
GTAs’ perceptions 72
GTA Training 72
CHAPTER FIVE 74
DISCUSSION, CONCLUSION, AND IMPLICATIONS 74
Overall Perceptions 74
Workload and Difficulty 75
Instructor Enthusiasm 75
Group Interaction 76
English Exposure and Use 77
Individual Rapport 78
Organization and Clarity 80
Breadth of Coverage 81
Worthiness of Learning 82
Classroom Management 84
GTA Training 85
Recommendations for Future Research 89
Appendix A:Questionnaire 102
Appendix B: Questionnaire (Chinese Version) 106
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