A Comparative Study On Classroom Interaction Mode And Student Satisfaction Of Nest And NNEST

This study adopted Flanders interaction analysis system and time sampling method to compare the classroom interaction modes between NESTs(Native English-Speaking Teachers)and NNESTs(Non-Native English-Speaking Teacher).This thesis also explored students' satisfaction with NESTs and NNESTs' classroom interaction modes through questionnaires and interviews and analyzed the correlation between classroom interaction modes and students' satisfaction.It was aimed at exploring the following questions:(1)Are there any differences between NESTs and NNESTs in classroom interaction modes?(2)Are there any differences between student's satisfaction towards the classroom interaction modes of NESTs and NNESTs?(3)Are there any relationships between classroom interaction modes and students' satisfaction?One primary school was selected as a case in this study for its high quality resources in both teachers and students.After the principal's recommendation and consultation with all the teachers,students of three senior grade classes(Grade Five or Six)and all their NESTs and NNESTs participated in the research.Through classroom observation under Flanders interaction analysis system,this study adopted the improved version of class behavior code list and encoded the records in form and matrix to elaborate the time occupying ratio of teaching,questioning and answering,communication and negotiation between teachers.Data in form and matrix was compared to analyze the differences between NESTs and NNESTs in classroom interaction mode.In order to ensure the objectivity of research,on the basis of class behavior code list and the teacher interaction behavior scale proposed by Wubbles,this study designed “teacher interaction behavior questionnaire” and its corresponding“students' satisfaction questionnaires” for students.After the reliability and validity test,all students in three classes were asked to complete two questionnaires and the results were processed by using SPSS17.0.The statistical procedures were: using principal component extraction method to obtain the factors to do factor analysis,summarizing the classroom interaction mode from the perspective of students and students' satisfaction towards all teachers: using one-way ANOVA to judge whether there were significant differences between NESTs and NNESTs in classroom interaction mode and the students' satisfaction of NESTs and NNESTs: using structured interview as a supplement to get typical examples of classroom interaction mode and psychological basis of participants to form classroom satisfaction.This study concluded that:(1)There were no significant difference in classroom interaction mode between NESTs and NNESTs.English classes always arranged as“ reviewing — teaching — questioning — group discussion — group presentation ”during the curriculum implementation.The distributions of time for each part in different teachers' classes were similar too.(2)Students showed high participation in NESTs' classes but the difficulty of students' understanding and teacher-student communication and negotiation in class reduced the students' satisfaction.(3)There were no significant correlation between classroom interaction mode and students' satisfaction,but the process of interaction between teachers and students,such as“how to make a question” and “how to deal with the difficulties of understanding”became one of the factors that affected students' satisfaction.This study further discussed the above findings and implications and put forward the following tentative suggestions for primary school English teaching:(1)Teachers should teach students in accordance with their aptitudes.It is important to get insight into each student.(2)Schools should organize competitions of creative classroom and other activities for teachers to explore new teaching ideas,make use of extensive materials and show their individual teaching styles.(3)Schools also should establish a communication platform for NESTs and NNESTs to share their experience and take the opportunity to explore the ideal scheme for their teaching cooperation.Limitations of this study and recommendations for further research were presented in the end.