Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 13 no. No. 1, Part 2 (2025)

Communicative Competence, Learning Motivation, And Classroom Management Of University Teachers In China

Dian Huijun | Vivian A. Perez

Discipline: Education

 

Abstract:

This study investigates the communicative competence, learning motivation, and classroom management of university teachers in China, aiming to understand their interrelationships and impact on teaching effectiveness. The study aimed to describe the profile of respondents in terms of sex, age, length of service, and highest educational attainment; determine the dimensions of communicative competence in terms of control, high standards, lenience, learner autonomy, warmth, leadership, certainty, and understanding; assess the learning motivation in terms of interest in seeking knowledge, ability pursuit, altruistic orientation, and reputation acquisition; assess classroom management strategies in terms of classroom discipline, organization of the lesson, interaction during the lesson, teacher-student personal communication, and psychological and social classroom environment; lastly, to propose a faculty development program. Surveying 425 university teachers, results indicate that most respondents are female teachers aged 36-45 with doctorate degrees and 6-15 years of service. The results show that teachers with higher levels of communicative competence are more effective in engaging students and maintaining classroom order. Moreover, teachers' intrinsic and extrinsic motivations drive their professional development and classroom practices, highlighting the importance of continuous professional development and recognition systems to support these motivations. Effective classroom management strategies are crucial for enhancing learning outcomes and student engagement. Classroom management has a direct impact on student motivation and academic performance. Teachers who implement well-structured and supportive classroom management strategies tend to foster more positive learning environments. Variations in teaching effectiveness are more closely related to teachers' personal approaches and professional growth than to their age, gender, or length of service. There are significant relationships between communicative competence, learning motivation, and classroom management, highlighting the importance of an integrated approach to professional development. A faculty development program was proposed based on the results of the study.



References:

  1.  Marzano, R. J., & Marzano, J. S. (2003). Classroom management that works: Research-based strategies for every teacher. Ascd.
  2. Deardorff, D. K. (Ed.). (2009). The SAGE handbook of intercultural competence. Sage Publications.
  3. Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Multilingual matters.
  4. Liu, H., & Shi, Y. (2021). Teacher communication competence and student engagement: A study in Chinese universities. Journal of Language and Intercultural Communication, 21(3), 323-337.
  5. Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2023). Motivation in education: Theory, research, and applications. Pearson.
  6. Emmer, E. T., & Sabornie, E. J. (2023). Handbook of classroom management (2nd ed.). Routledge.
  7. Wong, H. K., & Wong, R. T. (2020). The first days of school: How to be an effective teacher (5th ed.). Harry K. Wong Publications.
  8. Harkin, J., Davis, P., & Turner, G. (1999). The development of a communication styles questionnaire for use in English 16–19 education. Westminster Studies in Education, 22, 31–47.
  9. Miao Maoyun. （2021）Learning motivation,time management tendency,and academic self-efficacy among higher vocational nursing students in China: Basis for student development plan
  10. Díaz, C., González, G., Jara-Ramírez, L. I., & Muñoz-Parra, J. A. (2018). Validation of a classroom management questionnaire for pre and inservice teachers of English. Revista Colombiana de Educación, (75), 263-286.
  11. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860eric.ed.gov+8
  12. Hattie, J. (2021). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  13. Lasmawan, I. W., & Budiarta, I. W. (2020). Vygotsky’s zone of proximal development and the students’ progress in learning (A heutagogcal bibliographical review). JPI (Jurnal Pendidikan Indonesia), 9(4), 545-552.
  14. Gorski, P., & Swalwell, K. (2023). Fix injustice, not kids and other principles for transformative equity leadership. ASCD.
  15. Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
  16. Wubbels, T., Brekelmans, M., & den Brok, P. (2022). Teacher-student relationships and classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 363-386). Routledge.
  17. Evertson, C. M., & Weinstein, C. S. (2021). Handbook of classroom management: Research, practice, and contemporary issues. Routledge.
  18. Smith, C. D., & Sugai, G. (2021). Improving student behavior and classroom management: A review of research. Journal of Positive Behavior Interventions, 13(3), 159-175.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic