Teachers’ Misbehaviours in Class and Students’ Reactions: A Case Study

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Reem Alkurdi, University of Jordan, Jordan
Sharif Alghazo, University of Jordan, Jordan
Email: [email protected]
Published: June 11, 2021

Citation: Alkurdi, R., & Alghazo, S. (2021). Teachers’ Misbehaviours in Class and Students’ Reactions: A Case Study. IAFOR Journal of Education: Language Learning in Education, 9(3). https://doi.org/10.22492/ije.9.3.06


This study aims to investigate English as a Foreign Language (EFL) teachers’ misbehaviours in class and their students’ reactions to these misbehaviours. Towards this end, 60 classroom observations of six English language teachers (N=10 each) were conducted at a public school in Jordan. Moreover, a survey was used to elicit 201 students’ reactions to their teachers’ misbehaviours by gauging their satisfaction with the teachers’ communication styles. Finally, the teacher participants were interviewed in order to more deeply understand why such misbehaviours occurred. Analysis of the data is grounded in the Expectancy Violation Theory. The results revealed that when the mean value of teachers’ communication style was more than 3 on a 5-point Likert Scale, the students often perceived their teachers as being positive, and the students compensated most of their teachers’ misbehaviours. However, when the mean value was below 3, the teachers were perceived as being negative, and the students reciprocated for most of the misbehaviours. The results also showed that the students are more tolerant towards their teachers’ misbehaviours as long as the teacher is perceived to be positive. The study provides insights into understanding the student-teacher relationship in EFL classes.


EMI, compensate misbehaviours, reactions, reciprocate