Affective Learning and Instructor Evaluation in International Classrooms

This article, based on a survey of 267 students in an undergraduate International Business programme at a university of applied sciences in the Netherlands, explores the linkages between student diversity, in terms of self-reported nationality, ethnicity and native language, affective learning, and teacher credibility in the context of international classrooms. The findings in the article show a partial link between class size and teacher credibility, and between class size and affective learning. There are also some indications to suggest a relationship between student-teacher incongruence and teacher credibility in an international classroom setting.

Keywords: student diversity, ethnicity, language, affective learning, teacher credibility, international classroom

DOI: https://doi.org/10.36197/INT.2-2021.05