CONSTRUCTING TEACHER’S SELF-ASSESSMENT OF RAPPORT BUILDING IN EFL CLASSROOM

Muhamad Nova

Abstract


A good education is not only about academics, but also the positive social interaction in classroom. Therefore, there is a need to build rapport in classroom interaction. In building rapport, EFL teachers need to conduct several activities, and through self-assessment, teachers can monitor and evaluate their own teaching for professional development. However, self-assessment instrument for building rapport has not been developed yet by any researchers. To fill the needs, this study is established to construct a self-assessment for teacher in building rapport in EFL classroom. By applying design research from a curriculum perspective, the results revealed a self-assessment instrument of maintaining rapport for EFL teacher. The Cronbach’s alpha coefficient (α = .928) of this instrument indicated high reliability and the instrument can be considered a reliable instrument to be used for the study sample. EFL teachers can do self-monitoring and self-evaluation on their rapport building in classroom interaction. Additionally, further research in investigating the effect of using this instrument in assessing teacher’s quality is required.

Keywords


rapport; rapport in EFL classroom; teacher’s self-assessment; teacher development

Full Text:

PDF

References


Abdollahifam, S. (2014). Investigating the effects of interactional feedback on EFL students' writings. Procedia - Social and Behavioral Sciences, 98, 16-21. doi:10.1016/j.sbspro.2014.03.383

Airasian, P. W. & Gullickson, A. (1994). Examination of teacher self-assessment. Journal of Personnel Evaluation in Education, 8, 195-203. doi:10.1007/BF00972263

Alavi, S. M. & Kaivanpanah, S. (2007). Feedback expectancy and EFL learners’ achievement in English. Journal of Theory and Practice in Education, 3(2), 181-196. Retrieved from http://files.eric.ed.gov/fulltext/ED502022.pdf

Allday, R. A. & Pakurar, K. (2007). Effects of teacher greetings on student on-task behavior. Journal of Applied Behavior Analysis, 40(2), 317–320. doi:10.1901/jaba.2007.86-06

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20. doi:10.1016/j.tate.2010.08.007

Baniabdelrahman, A. A. (2010). The effect of the use of self-assessment on EFL students’ performance in reading comprehension in English. The Electronic Journal for English as a Second Language, 14(2). Retrieved from http://files.eric.ed.gov/fulltext/EJ899764.pdf

Barmaki, R. (2014). Nonverbal communication and teaching performance. Proceedings of the 7th International Conference on Educational Data Mining (EDM) 2014, 441-443. Retrieved from http://educationaldatamining.org/EDM2014/uploads/procs2014/YRT/441_EDM-2014-Full-Proceedings.pdf

Beebe, S. A. (1980). The role of nonverbal communication in education: Research and theoretical perspectives. Paper presented at the 66th Annual Meeting of the Speech Communication Association. Retrieved from http://files.eric.ed.gov/fulltext/ED196063.pdf

Behjat, F., Bayat, S., & Kargar, A. A. (2014). An investigation of students’ attitudes on teachers' nonverbal interaction in Iranian EFL classrooms. International Journal of Language and Linguistics, 2(6-1), 13-18. doi:10.11648/j.ijll.s.2014020601.13

Bernieri, F. J. (1988). Coordinated movement and rapport in teacher-student interactions. Journal of Nonverbal Behavior, 12(2), 120-138. doi:10.1007/BF00986930

Brank, E. & Wylie, L. (2013). Let’s discuss: Teaching students about discussions. Journal of the Scholarship of Teaching and Learning, 13(3), 23 – 32. Retrieved from http://files.eric.ed.gov/fulltext/EJ1017045.pdf

Brown, H. (2001). Teaching by principles: an interactive approach to language pedagogy. Englewood Cliffs: Prentice Hall.

Bruney, G. (2012). The teacher-student relationship: the importance of developing trust and fostering emotional intelligence in the classroom (Research Paper, University of Toronto, 2012). Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/35096/1/Glenda%20 MTRP%20Complete.pdf

Burns, A. & Richards, J. C. (2012). The Cambridge guide to pedagogy and practice in second language teaching. Cambridge: Cambridge University Press.

Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(1), 5–31. doi:10.1177/0265532209346370

Çakir, İ. (2010). Criticizing ourselves as teachers through observation: From reflective to effective teaching. English for Specific Purposes World, 9(30), 1-12. Retrieved from https://www.esp-world.info/Articles_30/Cakir.pdf

Çimer, A., Çimer, S. O., & Vekli, G. S. (2013). How does reflection help teachers to become effective teachers? International Journal Educational Research, 1(4), 133-149. Retrieved from https://ijsse.com/ijer/sites/default/files/papers/2013/v1i4/Paper-1.pdf

Coutrim, E. D. C. M. (2016). Foreign language acquisition on the web: What teacher? What student? What language? ETD - Educação Temática Digital, Campinas, SP, 18(3), 553-563. doi:10.20396/etd.v18i3.8646110

Davis, B. G. (1999). Cooperative learning: Students working in small groups. Speaking of Teaching, 10(2), 1-4. Retrieved from https://web.stanford.edu/dept/CTL/Newsletter/cooperative.pdf

Egodawatte, G. (2010). A rubric to self-assess and peer-assess mathematical problem solving tasks of college students. Acta Didactica Napocensia, 3(1), 75-88. Retrieved from http://dppd.ubbcluj.ro/adn/article_3_1_8.pdf

Felder, R. M. & Brent, R. (2007). Cooperative learning. In Mabrouk, P. A. (ed.). (2007). Paper at ACS Symposium Series 970, Active Learning: Models from the Analytical Sciences, (pp. 34–53). Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/CLChapter.pdf

Gebhard, J. G. (2000). Teaching English as a foreign or second language. USA: The University of Michigan Press.

Geng, G. (2011). Investigation of teachers’ verbal and non-verbal strategies for managing attention deficit hyperactivity disorder (ADHD) students’ behaviours within a classroom environment. Australian Journal of Teacher Education, 36(7), 17-30. doi:10.14221/ajte.2011v36n7.5

Georgiadou, E., Siakas, K., & Berki, E. (2006). Knowledge creation and sharing through student-lecturer collaborative group coursework. In Peter Feher (ed), Proceedings of 7th European Conference of Knowledge Management (ECKM06). Retrieved from http://aetos.it.teithe.gr/~siaka/down/2006_ECKM_Budapest_Student_Work_Group_Georgiadou_Siakas_Berki_W.pdf

Glenz, T. (2014). The importance of learning students’ names. Journal on Best Teaching Practices, 1(1), 21-22. Retrieved from http://teachingonpurpose.org/wp-content/uploads/2015/03/Glenz-T.-2014.-The-importance-of-learning-students-names.pdf

Gliem, J. A. & Gliem, R. R. (2003). Calculating, interpreting, and reporting cronbach’s alpha reliability coefficient for likert-type scales. Paper presented at 2003 Midwest Research to Practice Conference in Adult, Continuing, and Community Education. Retrieved from https://scholarworks.iupui.edu/bitstream/handle/1805/344/gliem+&+gliem.pdf?sequence=1

Harmer, J. (2007a). How to teach English. China: Pearson Education Limited.

Harmer, J. (2007b). The practice of English language teaching. Malaysia: Pearson Education Limited.

Harris, M. (1997). Self-assessment of language learning in formal settings. ELT Journal, 51(1), 12-20. doi:10.1093/elt/51.1.12

Johnson, K. (2001). An introduction to foreign language learning and teaching. England: Pearson Education Limited.

Kato, F. (2009). Student preferences: Goal-setting and self-assessment activities in a tertiary education environment. Language Teaching Research, 13(2), 177–199. doi:10.1177/1362168809103447

Kazemipour, S. (2014). Comparing the outcomes of two types of corrective feedback on EFL classes’ final exam. Procedia - Social and Behavioral Sciences, 98, 876-881. doi:10.1016/j.sbspro.2014.03.495

Levine, D. R. & Adelman, M. B. (1982). Beyond language: Intercultural communication for English as a second language. Englewood Cliffs: Prentice Hall.

Lovorn, M. G. (2008). Humor in the home and in the classroom: The benefits of laughing while we learn. Journal of Education and Human Development, 2(1), 1-12. Retrieved from http://www.scientificjournals.org/journals2008/articles/1268.pdf

Lumpe, A. T., Haney, J. J., & Czerniak C. M. (2000). Assessing teachers’ beliefs about their science teaching context. Journal of Research in Science Teaching, 37(3), 275–292. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.535.6759&rep=rep1&type=pdf

Maarof, N, Yamat, H., & Li, K. L. (2011). Role of teacher, peer and teacher-peer feedback in enhancing ESL students’ writing. World Applied Sciences Journal 15 (Innovation and Pedagogy for Lifelong Learning), 29-35. Retrieved from https://www.researchgate.net/publication/268290185

MacAdam, B. (1985). Humor in the classroom: Implications for the bibliographic instruction librarian. College & Research Libraries, 327-333. Retrieved from https://deepblue.lib.umich.edu/bitstream/handle/2027.42/93797/DB511014.pdf?sequence=1

Manning, S. (2006). Recognizing gifted students: a practical guide for teachers. Kappa Delta Pi Record Winter 2006 Edition. Retrieved from http://files.eric.ed.gov/fulltext/EJ724632.pdf

McKenney, S., Nieveen, N., & van den Akker, J. (2006). Design research from a curriculum perspective. In Gravemeijer, K., (ed.). (2006) Educational design research (pp. 110-143). Retrieved from http://www.fisme.science.uu.nl/publicaties/literatuur/EducationalDesignResearch.pdf

Meihami, H. & Razmjoo, S. A. (2016). An emic perspective toward challenges and solutions of self- and peer-assessment in writing courses. Asian-Pacific Journal of Second and Foreign Language Education, 1(9), 1-20. doi:10.1186/s40862-016-0014-7

Montgomery J. L. & Baker, W. (2007). Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance. Journal of Second Language Writing, 16, 82–99. doi:10.1016/j.jslw.2007.04.002

Murphy, E. & Manzanares, M. A. R. (2012). Rapport in distance education. International Review of Research in Open and Distance Learning, 13(1), 167-190. Retrieved from https://www.researchgate.net/publication/279437577

Nguyen, H. T. (2007). Rapport building in language instruction: A microanalysis of the multiple resources in teacher talk. Language and Education, 21(4), 284-303. doi:10.2167/le658.0

Özer, N., Atik, S., Şad, S. N., & Kiş, A. (2015). Relationship between student engagement and trust in professors: a study on Turkish college students. Paper presented at ECER 2015, Budapest. Retrieved from https://www.researchgate.net/publication/290920141

Ozieblo, R. L. (2013). Reflections on the use of nonverbal communication in teaching Spanish to Sino-speakers. BIBLID, 19, 309-328. Retrieved from http://www.webs.ulpgc.es/lfe/resources/Cap3RLFE19.pdf

Paul, D. (2006). Teaching English to children in Asia. Hong Kong: Pearson Education Asia Limited.

Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. Handbook of Research on Student Engagement, (pp. 365-386). doi:10.1007/978-1-4614-2018-7_17.

Ross, J. A. (2006). The Reliability, Validity, and Utility of Self-Assessment. Practical Assessment, Research & Evaluation, 11(10), 1-13. Retrieved from http://pareonline.net/getvn.asp?v=11&n=10

Ross, J. A. & Bruce, C. D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146-159. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/30029/1/Ross%20%26%20Bruce%202007b.pdf

Sánchez, C. A. G., González, B. S. G. D., & Martínez, C. D. J. L. (2013). The impact of teacher-student relationships on EFL learning. HOW, A Colombian Journal for Teachers of English, 20, 116-129. Retrieved from https://dialnet.unirioja.es/descarga/articulo/5249710.pdf

Scott, W. A. & Ytreberg, L. H. (2000). Teaching English to children. USA: Pearson Education Limited.

Srimavin, W. & Darasawang, P. (2004). Developing self-assessment through journal writing. Proceedings of The Independent Learning Conference 2003, (pp. 1-7). Retrieved from https://www.researchgate.net/publication/228609049

Stamatis, P. J. (2011). Nonverbal communication in classroom interactions: A Pedagogical perspective of touch. Electronic Journal of Research in Educational Psychology, 9(3), 1427-1442. Retrieved from http://www.investigacion-psicopedagogica.com/revista/articulos/25/english/Art_25_617.pdf

Steele, K. E. (1998). The positive and negative effects of the use of humor in the classroom setting (Published Thesis, Salem-Teikyo University). Retrieved from http://files.eric.ed.gov/fulltext/ED426929.pdf

Suryati, N. (2015). Classroom interaction strategies employed by English teachers at lower secondary schools. TEFLIN Journal, 26(2), 247-264. doi:10.15639/teflinjournal.v26i2/247-264

Swenson, E. (2010). Rapport in the classroom. Retrieved from http://www.usma.edu/cfe/literature/swenson_10.pdf

Tinto, V. (2003). Learning better together: The impact of learning communities on student success.

Higher Education Monograph Series, 1, 1-8. Retrieved from https://www.sdbor.edu/administrative-offices/student-affairs/sac/Documents/LearningBetterTogether_Tinto.pdf

Tran, L. T. (2007). Learners’ motivation and identity in the Vietnamese EFL writing classroom. English Teaching: Practice and Critique, 6(1), 151-163. Retrieved from http://files.eric.ed.gov/fulltext/EJ832183.pdf

van den Akker, J. (1999). Principles and methods of development research. In van den Akker, J., Branch, R. M., Gustafson, K., Nieveen, N., & Plomp, T. (eds.). (1999). Design approaches and tools in education and training (pp. 1-14). doi:10.1007/978-94-011-4255-7

Webb, N. G. & Barrett, L. O. (2014). Student views of instructor-student rapport in the college classroom. Journal of the Scholarship of Teaching and Learning, 14(2), 15 - 28. doi:10.14434/josotl.v14i2.4259

Wrenn, J. & Wrenn, B. (2009). Enhancing learning by integrating theory and practice. International Journal of Teaching and Learning in Higher Education, 21(2), 258-265. Retrieved from http://www.isetl.org/ijtlhe/pdf/ijtlhe727.pdf




DOI: https://doi.org/10.17509/ije.v9i2.5462

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Muhamad Nova



Lisensi Creative Commons
This work is licensed under Creative Commons Attribution-ShareAlike 4.0 International License.