Impact of teaching styles and other constructs on students’ performance in English

Abstract

Findings of this research offer valuable insights into enhancing language learning. It investigated how teaching styles and other factors affect students’ English performance. It specifically examined the relationship between teaching styles and students’ performance, how teachers’ leadership behaviors moderate that relationship, and how students’ motivation to learn English and their level of grit mediate that relationship. This is a descriptive research study, and the statistical tools used were frequency analysis, mean computation, correlation analysis, regression analysis, moderation analysis, and mediation analysis. Three hundred eighty-five students and twenty-two English teachers participated in this study, selected through purposive sampling. Results show that students are moderately proficient in English; they are more integratively motivated than instrumentally, and they exhibit moderate grit. Teachers frequently exhibit all teaching style dimensions and exhibit consideration leadership behavior more strongly. Only instrumental motivation did not correlate with students’ performance in English. Overall, teaching style has a negligible impact on English performance, and leadership behavior does not meaningfully moderate its effect. Individual indirect effects were significant, but the total mediation effect across variables was not. These findings suggest that in English learning, teachers play a contributory role; however, students must also demonstrate motivation, passion, and perseverance to succeed.