Abstract
The primary focus of this study was to explore how teacher, student, and content affect student interest in studying English. Thus the research design included three models: First, teacher him/herself; Second, teacher and student factor; and, Third, combination of teacher, student, and content factors. A sample of two hundred students who took the General English course at Hannam University during the spring semester of 2012 participated. The students who participated are from a variety of non-English major courses of study.This study shows that students like to study English with a kind, well prepared teacher. From the student’s perspective, the student was encouraged to study when he or she was made aware of the areas where he or she lacked ability and where over the course of the class he or she showed improvement. With regard to the content of the class, students felt greater satisfaction in studying English that was necessary for fundamental communication and/or useful in everyday life. The result of this is analyzed by Hierarchy Logit. The Hierarchy Logit shows that the correlation of three factors, the teacher him/herself, both the teacher and the student, and the combination of all three, the teacher, the student, and the content, are highly connected.
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Shin, MH., Kim, Kh. (2012). Teacher, Student, Content Connections That Influence Student Subject Interest. In: Cho, Hs., Kim, Th., Mohammed, S., Adeli, H., Oh, Mk., Lee, KW. (eds) Green and Smart Technology with Sensor Applications. ICTSM SIA GST 2011 2012 2012. Communications in Computer and Information Science, vol 338. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-35251-5_29
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DOI: https://doi.org/10.1007/978-3-642-35251-5_29
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