Student Perceptions of the Comprehensibility of International Instructors
Abstract
The testing of oral English ability of international teaching assistants (ITAs) is a common practice on many U.S. university campuses. Although excellent instructors possess many characteristics and skills that contribute toward teaching effectiveness, competent language skills are expected from all of them. Academic institutions rely on a variety of assessment devices to make decisions about whether or not to appoint a potential ITA. While past studies have asked undergraduates to rate language samples of anonymous ITAs or have studied ITAs within a single department, this study investigated student ratings of ITAs' speech comprehensibility in the classroom for ITAs teaching in six departments: chemistry, computer science, economics, mathematics, physics, and sociology. Results indicate that student ratings do correspond with ITAs' standardized oral English test scores as well as suggest that student perceptions of an ITA's oral English skills can correlate with his or her academic department. The author argues that the validity of specific oral English tests and the influence of the department where the ITA will teach should be considered by administrators when making ITA appointments.
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