The Influence of College English Teachers’ Teaching Styles on

Students’ Class Participation and Learning Motivation

Peicheng Xiong

College of Humanities and Law, Beijing University of Chemical Technology, Beijing, 100029, China

Keywords: College English, Teaching Styles, Class Participation, Learning Motivation.

Abstract: The psychological aspects of college students’ in-class English learning are one of the key topics of current

research. Some researchers analyze that the teaching styles of college English teachers plays a significant role

in students’ learning psychology. However, they tend to focus on studying and summarizing the impact of

teaching styles on students’ academic performance, with less research on factors such as class participation

and learning motivation. Therefore, the research topic of this paper is the influence of college English teachers’

teaching styles on students’ class participation and learning motivation. The research method of this paper is

literature review. The study finds that a motivating and approachable teaching style of college English

teachers can enhance students’ class participation and promote their learning motivation. It is suggested that

college English teachers should adopt a passionate and friendly teaching style, explore students’ learning

psychology, and promote mutual growth in college teaching and learning.

1 INTRODUCTION

As the most widely used language globally, English

is an important component of British and American

culture and a crucial tool for international scientific

and cultural exchanges. Countless individuals are

learning and researching this language every day,

among whom a significant proportion are students.

College students, as talents receiving higher

education in a nation, are the hope for the nation’s

future. Especially among those who study English as

a second language, learning English helps them

establish a global perspective, enhance their cultural

literacy, and actively respond to the challenges and

opportunities of the era of globalization. Educators in

the field of English language teaching widely believe

that many activities in English in-class instruction can

promote learners’ cognitive abilities. Therefore, the

influence of English teachers’ teaching styles on

students is self-evident. However, upon examining

the actual state of English teaching in Chinese

universities, there is a separation between teachers’

instruction and students’ learning, and in-class

instruction does not reflect the philosophy of teacher-

led and student-centered teaching, lacking interaction

and not truly achieving effective teaching (Wang,

2016). Thus, the teaching styles of English teachers

in Chinese universities are worth further study and

improvement. Previous researches have focused on

the independent research of university English

teachers’ teaching styles. As for the research of the

relationship between two variables, they usually

focus on the influence of teaching styles on teaching

effectiveness and academic performance (Santana-

Monagas et al., 2024; Shaari et al., 2014). The

influence of teaching styles on students’ class

participation and learning motivation has only been a

small part, with little description. This article adopts

a literature review method to summarize previous

studies.

2 INTRODUCTION TO THE

RESEARCH OBJECT

Student class participation is an important predictor

for forecasting academic performance, learning

motivation, academic well-being, and school success.

As early as the beginning of the twentieth century,

class participation referred to students’ psychological

and physical investment in the learning process,

including attention, interest, effort, and emotional

engagement (Marks, 2000). Class participation is the

quantification of students’ participation in the

classroom, mainly used for the expression of

psychometric results. The definition above simply

296

Xiong, P.

The Inﬂuence of College English Teachers’ Teaching Styles on Students’ Class Participation and Learning Motivation.

DOI: 10.5220/0014112700004942

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd International Conference on Applied Psychology and Marketing Management (APMM 2025), pages 296-302

ISBN: 978-989-758-791-7

divides class participation into physical and mental

categories, which is somewhat rough and needs to be

refined in practical use. Kong integrated the

definition of class participation and proposed a more

operational definition, believing that students’ class

participation is a dynamic combination of behavioral,

cognitive, and emotional participation (Kong, 2003).

At present, international scholars have defined

teaching styles from various different perspectives.

For example, from the perspectives of teaching

methods, teaching behavior, teachers’ personal

characteristics, outcome orientation, teacher-student

interaction, and whether teachers motivate students,

there are six views. The first perspective is from the

angle of teaching methods, considering teaching style

as the teaching methods that teachers prefer and

frequently use (Smith & Renzulli, 1984). The second

perspective cuts into teaching behavior, considering

teaching style as a series of teaching behaviors

adopted by teachers based on teaching content,

teaching situations, and teaching time (Elliott, 1996).

The third perspective starts from the personal

characteristics of teachers, proposing that teaching

style is defined as an external manifestation of

personal characteristics and behaviors (Grasha,

1996). The fourth perspective is outcome-oriented,

considering teaching style as the teaching approaches

and methods that teachers frequently adopt under the

premise of achieving the same teaching objectives

(He et al., 2014). The fifth perspective emphasizes the

interaction in the teaching process, viewing teaching

style as a dynamic relationship (Guo & Xiao, 2015).

The sixth perspective divides it into motivational and

non-motivational teaching styles. These two teaching

styles can be further divided into eight types, each

with subtle differences that can affect the level of

students’ class participation (Aelterman et al., 2019).

The influence of teachers’ teaching styles on

students’ class participation has been confirmed by

many studies (Ran & Zhou, 2016).

In the study of second language acquisition and

foreign language learning, motivation, as a core

individual difference factor, is the key driving force

that initiates and sustains learning activities.

Motivation is the internal psychological force or

process that drives individuals to engage in specific

behaviors to meet needs or goals. It not only propels

learners towards long-term, challenging learning

objectives but also directly affects learning outcomes.

Types of motivation mainly include: integrative and

instrumental motivation, intrinsic and extrinsic

motivation, long-term and short-term motivation

(Tang et al., 2020)

3 THE INFLUENCE OF

COLLEGE ENGLISH

TEACHERS’ TEACHING

STYLES ON STUDENTS’ CLASS

PARTICIPATION

Ran and Zhou conducted research on "student

participation" in college English teaching. The

research objects were 200 non-English major students

from a college of finance and economics, as well as

10 teachers who teach specialized courses in English

(Ran & Zhou, 2016). The measurement methods used

were online interviews, open-ended questionnaires,

and classroom observations. In terms of data analysis

methods, a deep analysis was conducted based on

Allwright & Bailey’s perspective on a rough

classification of student class participation patterns,

and a comparative analysis was performed on the

results of the questionnaire survey.

The data analysis results are divided into two

aspects. First, the level of student participation is low.

More than 70% of the students consider themselves

passive recipients in English teaching, while 30%

consider themselves active participants. In terms of

attitudes towards English classes, 45% of the students

prefer discussion-based teaching methods, 25%

prefer connection-and explanation-based teaching

methods, 23% prefer situational participation-based

methods, and only 7% prefer competitive scoring-

based teaching methods. This indicates that students

still tend to prefer teaching methods with strong

participation in the classroom.

The research conclusion is that in college English

classroom teaching, students’ participation is low,

their responses to questions posed by teachers in class

are not proactive, they easily place themselves

outside the classroom, and they cannot guarantee

effective listening time in class, which poses a

significant obstacle to the promotion of English

teaching.

The study also has some research limitation. Its

analytical method is somewhat simplistic and does

not use professional statistical software for analysis.

Moreover, it does not elaborate or adjust for the 200

students’ majors in the survey subjects, avoiding the

impact of subject differences on the research results,

nor does it explain the gender ratio and students’

English proficiency levels. Regarding the

questionnaire, the study does not explain the source

of the questionnaire or whether a pretest was

conducted, lacking verification of the questionnaire’s

reliability and validity, which affects the accuracy of

the results. For the classification framework used, it

The Inﬂuence of College English Teachers’ Teaching Styles on Students’ Class Participation and Learning Motivation

297

may not cover all forms of class participation, such as

cognitive and emotional engagement. Additionally,

the sample size is small.

In summary, the study focuses on the English

class participation of 200 non-English major students

and 10 English-teaching teachers from colleges of

finance and economics, using online interviews,

questionnaires, and classroom observations. The

conclusion shows that, among the various teaching

styles of college English teachers, whether it is

discussion-based or connection-and-explanation-

based teaching styles, students’ class participation is

low, hindering English teaching. However, the study

has flaws, such as a simplistic analytical method, not

considering subject and gender differences, and

insufficient questionnaire reliability and validity.

Kou conducted a study on class participation of

college English learners. The subjects of the study are

freshmen from a comprehensive university who are

not majoring in English, totaling 200 students (Kou,

2016). They come from 6 natural classes,

representing various faculties, with a relatively even

distribution across liberal arts, science, and

engineering. The gender ratio is approximately 7:3.

Based on their English placement test scores upon

admission, the students are divided into high-level

(L3) and low-level (L1) learners, with 100 in each

category. In summary, the research objects are a

diverse group of freshmen from a comprehensive

university, covering different faculties, genders,

English proficiency levels, and age ranges to ensure

the breadth and representativeness of the study. The

methods used for measurement are quantitative

analysis: class participation questionnaire, and

qualitative analysis: interviews and classroom

observations.

Quantitative data collection was obtained through

anonymous questionnaires from 200 students. The

tool used was SPSS18.0. For analysis, descriptive

statistics and independent samples t-tests were

employed to analyze attitudes towards class

participation, behaviors, and the impact of English

proficiency and gender. Qualitative data collection

was obtained through unstructured interviews

(recordings, notes) and classroom observations

(notes).

The interview subjects were 20 randomly selected

participants from the questionnaire respondents, and

the classroom observation subjects were all the

students in the classes of the questionnaire

respondents. For analysis, a thematic approach was

used to organize and analyze the interview and

observation data, supplementing the quantitative

data. The data analysis process combined quantitative

and qualitative methods, ensuring comprehensive

research. In terms of the results of data analysis,

regardless of gender or English proficiency level,

learners had relatively positive attitudes towards class

participation, providing a solid basis for the

widespread implementation of classroom activities.

The differences between gender and language

proficiency groups were not significant. As for the

conclusions of the study, it was found that learners

had relatively positive attitudes towards classroom

participation, but gender and foreign language

proficiency had no significant impact; the seven most

common class participation behaviors adopted by

students included asking classmates, taking notes,

and actively participating in classroom interactive

activities; the three main factors influencing class

participation were: the teacher’s teaching style,

classroom topics, and the classroom learning

atmosphere.

The limitations of the study are that the sample

size is relatively narrow, only surveying 200

freshmen from one comprehensive university, which

is not sufficient to generalize to a broader population

of foreign language learners; additionally, the data for

this study all come from learners, with little

consideration given to the participation and attitudes

of teachers. Therefore, future research could conduct

larger-scale surveys and consider the class

participation of both teachers and learners.

This study, which targeted 200 freshmen from a

comprehensive university who are not majoring in

English, used questionnaires (SPSS analysis),

interviews, and classroom observations to explore

attitudes towards class participation and influencing

factors. It found that students had positive attitudes,

with gender and foreign language proficiency having

no significant impact, and that they often adopted

seven types of participation behaviors. The main

factors influencing class participation were the

classroom topic, atmosphere, and the teacher’s

teaching style and methods. An encouraging teaching

style, an active and lively classroom atmosphere, and

interesting classroom topics promote student

participation. In particular, interaction with

classmates, such as asking questions, is important. At

the same time, students’ emotional engagement with

English learning deepens. However, the study’s

sample size was narrow, and teachers were not fully

considered.

Zhao conducted a study on the impact of teachers’

teaching styles on the effectiveness of college English

teaching. The commonality between this study and

the previous two is that their subjects are all non-

English major university students in one school, and

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the measurement methods include questionnaires.

Like the research objects in the first study, the

students lack interest in learning English and

motivation for learning. The difference is that in this

study, the discrepancy in responses to the

questionnaire between male and female students is

greater than in the previous two studies.

The research objects are 116 freshmen and

sophomores from a non-English major in a certain

college, with slightly more males than females (Zhao,

2016). Their English proficiency includes those with

excellent scores in the college entrance examination

and those with poor English levels. Most students

lack interest in English, and their learning motivation

mainly comes from coping with exams. The method

used for measurement is a questionnaire, and the

analysis is obtained through observation.

From the perspective of data analysis, from the

learning survey, there are 80 students with scores

above 90 in the college entrance examination, of

which 65% believe they lack learning motivation;

80% of the students position their learning motivation

on exam levels, believing there is no fun in learning;

70% of the respondents believe they have not found a

learning method suitable for themselves. From the

questions about the influence of teachers’ teaching

styles on students, female students pay more attention

to teachers’ affinity, and teachers with affinity are

more likely to stimulate students’ learning motivation

and class participation, and female students have

considerable requirements for teachers’ oral

pronunciation and language fluency; while male

students pay more attention to teachers’ knowledge

level.

The conclusion of the study is that teachers’

teaching styles play a significant role in the teaching

process, a good teaching style can motivate students

to generate interest in learning and start autonomous

learning; a bad teaching style can cause students to

lose their enthusiasm for learning English, thereby

learning passively.

The shortcomings of this study are, first, the

sample range is limited to only one college, which is

relatively narrow. Second, the data is only organized

through Excel, lacking advanced statistical analysis

methods. Moreover, the conclusion is not convincing,

and the universality of the survey results cannot be

determined.

This study targeted 116 non-English major

freshmen and sophomores and found that most

students lacked interest in English. The survey shows

that among high-scoring students, 65% lack

motivation, and 70% have not found a suitable

learning method. Female students value teachers’

affinity, while male students value knowledge level.

The conclusion points out that teachers’ teaching

styles affect students’ interest in learning and class

participation. A good affinity or high knowledge level

or bad teaching style will have a completely different

impact on students’ class participation. However, the

data analysis method of this study is relatively simple.

The subjects of the above studies are all non-

English major university students in the same college,

and the measurement methods include

questionnaires. In the first study, regardless of the

teaching style of the college English teacher, the

students’ class participation was low. In the last two

studies, teaching styles that are motivational and have

high affinity promote students’ class participation. In

all three studies, their sample range is relatively

narrow.

4 THE INFLUENCE OF

COLLEGE ENGLISH

TEACHERS’ TEACHING STYLE

ON LEARNING MOTIVATION

Wan conducted research on the impact of

interpersonal behavior of college English teachers on

students’ English learning motivation.

This survey was conducted among 772 students

and 8 teachers in 16 sophomore English classes at two

undergraduate universities in central China (with a

student-teacher ratio of 6:4, 4 female teachers, and 4

male teachers) (Wan, 2017). The survey lasted for

one semester. In terms of data analysis methods, this

study used Mplus software to establish three

multilevel models for the data, namely, the empty

model, the covariate model, and the teaching model.

The data analysis results related to teachers’

teaching style indicate that students with better grades

have less confidence motivation in classes with

teachers who have a higher level of dominant

behavior.

According to the data results, it can be found that

variables of students’ learning motivation, such as

enjoyment, relevance, confidence, and effort, can be

enhanced by teachers’ approachable behavior. The

most affected by approachable behavior are students’

effort motivation and confidence motivation. This

suggests that the more approachable the teacher’s

teaching style is, and the more harmonious the

relationship between the teacher and students is, the

more willing students are to invest more energy in

learning English and believe that their efforts will be

rewarded. At the same time, teachers’ dominant

The Inﬂuence of College English Teachers’ Teaching Styles on Students’ Class Participation and Learning Motivation

299

behavior can also increase students’ enjoyment in the

English learning process and enhance their effort

level. The most affected by teachers’ dominant

behavior is students’ learning effort level; the stricter

the teacher’s teaching style is, the more effort

students put in.

The shortcomings of this study lie in the very

limited scope of the survey sample and only focusing

on the impact of one variable, teachers’ interpersonal

behavior, on students’ English learning motivation.

Jia did research on investigation and analysis of

foreign language teachers’ impact on college

students’ English learning motivation.

The subjects of this study are undergraduates from

the English classes of the 2005 and 2006 cohorts at a

certain college of metrology, including a survey on

the motivation for learning English as a public course

among undergraduates from different majors across

the college, and a survey on the motivation for

learning English among undergraduates majoring in

English (Jia, 2008). A total of 200 questionnaires

were distributed, and 183 valid questionnaires were

collected, with an effective rate of 91.5%.

The methods of this study mainly include a

questionnaire survey and follow-up interviews on the

impact of teachers on students’ English learning

motivation. The design of the motivation

questionnaire is mainly based on Dornyei’s three-

level foreign language learning framework theory,

focusing on investigating 35 questions from three

parts: teachers’ personal characteristics, teaching

behavior, and interpersonal behavior. The

questionnaire answers use the Likert self-assessment

scale. Data analysis was performed using SPSS 14.0,

obtaining the average score and standard deviation for

each strategy, and then descriptive statistics and

significance analysis were conducted for each

research question. The questionnaire is divided into

three parts, with questions 1-6 being basic

information about the respondents, and questions 7-

14, 15-27, and 28-35 being surveys on teachers’

personal characteristics, teaching behavior, and

interpersonal behavior, respectively. In the data

analysis of the 183 valid questionnaires, over 70% of

the respondents believe that foreign language

teachers will affect English learning motivation to

some extent. Among the three sections, respondents

believe that the impact of foreign language teachers

on their English learning motivation is in the order of

teachers’ personal characteristics, teachers’

interpersonal behavior, and teachers’ teaching

behavior.

The conclusion of the study is that the personal

characteristics and teaching style of foreign language

teachers have the greatest impact on college students’

learning motivation, while the smallest impact is on

their teaching behavior, with interpersonal behavior

in the middle. Teachers’ specific motivational

components are related to teachers’ behavior,

personality, and teaching style. Therefore, foreign

language teachers need to continuously enhance their

charm and personal cultivation. Firstly, they should

have a solid foundation of language knowledge and

be able to speak English fluently and idiomatically.

Secondly, their teaching styles should be humorous

and interesting, and they should possess a wide range

of knowledge to share with students. Thirdly, they

should adopt passionate and infectious teaching

methods, demonstrating patience and meticulousness

in dealing with students. Additionally, they should

exhibit strong affinity, a serious and responsible

professional spirit, and foster harmonious interactions

with students. These qualities are essential for

winning students’ trust, stimulating their interest in

learning, and promoting their English learning

motivation. In summary, college English teachers

need to improve their personal charm to make the in-

class teacher-student relationship more harmonious.

The shortcomings are: this study only surveyed

undergraduates from the 2005 and 2006 cohorts at a

certain college of metrology, with a small sample

size, unable to fully represent the English learning

motivation of all college students.

Zhang and Du did a study on the types of college

students’ English learning motivation and their

impact.

This study adopts the Q-method to systematically

study college students’ English learning motivation,

exploring the types of college students’ English

learning motivation and their influencing factors

(Zhang & Du, 2021). The following conclusions were

drawn by analyzing the data using the PQ Method and

Nvivo 12.0.: (1) There are mainly four types of

college students’ English learning motivation: future

aspiration type, failure avoidance type, self-

development type, and cultural interest type. (2)

Factors affecting English learning motivation include

teacher factors, learner factors, learning environment

factors, family factors, and peer factors.

Teachers play an important role in the teaching

process. Teaching styles, teaching methods, teacher

feedback, teacher expectations, and teaching ability

all have a certain impact on students’ English learning

motivation. For example, "Sometimes teachers lack

innovation in their teaching styles, the class is

monotonous, teachers mechanically explain

knowledge points, lack classroom interaction, and the

classroom atmosphere is too dull, which may be a

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reason for students’ learning motivation to decrease."

(Excerpted from student 7 interview content) (Zhang

& Du, 2021).

5 DISCUSSION AND

SUGGESTION

The research conclusion indicates that, in terms of the

influence on class participation, most of the time, the

teaching style of college English teachers plays a

significant role in the teaching process. A good,

motivational teaching style can create an active

classroom atmosphere, prompting students to develop

an interest in college English and actively participate

in class, such as asking questions to classmates and

taking notes. A poor teaching style can cause students

to lose their enthusiasm for learning English, leading

to passive learning. In individual cases, regardless of

the teaching style adopted, students’ participation in

class is minimal, lacking interest. This shows that

students’ class participation is influenced by a

complex combination of other factors.

In terms of the influence on learning motivation,

teachers’ behavior of showing closeness in the

classroom can enhance students’ motivation to work

hard and their self-confidence motivation. Among the

teaching styles of teachers, those that are

approachable, have strong affinity, or are strict and

have strong dominance promote students’ learning

motivation more evidently. If teachers are more

approachable, the more harmonious the relationship

between teachers and students, the more obvious the

students’ learning motivation. At the same time, the

stronger the teachers’ dominant behavior, the stronger

the students’ learning motivation, which can also

promote their effort.

On the contrary, if teachers mechanically explain

knowledge in terms of their teaching style, lacking

interaction with students, or if their requirements for

students are too lax, or even careless, students’

learning motivation will decrease.

Therefore, it is suggested that college English

teachers should continuously improve their personal

cultivation and at the same time strengthen critical

thinking, exploring novel teaching concepts (Amirian

et al., 2023). They should use fluent and idiomatic

English oral expression, a teaching style that is

humorous and knowledgeable, a passionate teaching

method, be patient and meticulous with students, and

have a strong affinity, a serious and responsible

professional spirit, and a harmonious relationship

with students, paying attention to students’ learning

psychology. All these are key to whether foreign

language teachers can win students’ trust, stimulate

class participation, and promote students’ English

learning motivation.

The influence of college English teachers’

teaching styles is not limited to these two factors. In

future research, other influencing factors can be

explored, and the interaction of various factors can be

discussed.

6 CONCLUSION

This article reviews the influence of college English

teachers’ teaching styles on students’ class

participation and learning motivation. A good

teaching style, such as one that is motivational and

has strong affinity, increases students’ class

participation and promotes their learning motivation.

Therefore, college English teachers should be

proactive and not only improve their professional

abilities, such as refining their teaching styles, but

also pay close attention to students’ mindset,

connecting teaching and learning closely to form a

good atmosphere led by teachers and centered on

students. This article provides college English

teachers with a certain reference, which helps them to

improve their understanding of teaching styles and

students’ learning psychology, thereby improving

their teaching styles.

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