Abstract
The study aims to examine and compare teacher roles in English course and computer science course. A 27-item scale, the STRI, was used to quantitatively measure teacher roles of the two courses at one university. Altogether 84 students participated in the survey and completed the questionnaires. Reliability tests showed that the STRI was pretty reliable and valid and that the three main teacher roles were all observed in the two courses. Further Results indicated that no significant difference was found between affective roles, managerial roles and the overall teacher roles of the two courses. Only the mean of cognitive role in English course was found to be significantly higher than that of computer science course, which indicated that cognitive role of the teacher in English course was perceived to be more noticeably impactful than that in computer science course. More specific features were also revealed in the study. 
 
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Highlights
IntroductionMost of the research focuses on classifying and generalizing various roles of teachers out of particular instructional contexts
The Cronbach alpha values of the entire scale all went above .922. These high values suggested that the scale was highly reliable with all participants (n=84) and English course students (n=49) and computer science course students respectively (n=35)
The results suggested that the mean of cognitive role was significantly higher than that of managerial role in English course but not so in computer science course
Summary
Most of the research focuses on classifying and generalizing various roles of teachers out of particular instructional contexts. The classification and generalization of teacher roles turn out to be somewhat overlapping with each other and the findings are often mixed (Huang, 2019). Some in-between research is considered to be necessary for classroom teachers and practitioners as it helps to connect theory and practice, to link researchers and teachers and to better clarify the theoretical terms and guide teaching practices in classrooms (Admiraal et al, 2017; Huang, 2017), which makes one of the main goals of the present study
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