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
Keywords:
Perceptions, Teacher Rapport, Teacher Delivery, Motivation for Learning, English Academic Achievement, English as a Foreign Language, Intensive English Program, Myanmar.Abstract
The purpose of this quantitative study was to investigate whether there was a significant relationship of Intensive English Program (IEP) 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 population sample comprised of 48 IEP students enrolled during the academic year of 2019-2020 participated in this study. As for the research instruments, the Students’ Perceptions of Teacher Rapport and Delivery Questionnaire (SPTRDQ) was used to measure the participants’ level of perception of teacher rapport and delivery, while the Questionnaire for Measuring Motivation for Learning English as a Foreign Language (QMMLEFL) was used to measure the level of students’ motivation for learning English as a foreign language (EFL). The Intensive English examination for the academic year 2019-2020 was used to determine participants’ level of academic achievement in the Intensive English class. Descriptive statistics (means and standard deviations) and correlational analysis (using multiple correlation coefficient) were performed on the collected data. The research findings indicated that the participants 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 a good academic achievement. The results from the correlational analysis revealed a significant, moderately strong multiple linear relationship 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.
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