Navigating Communication Barriers: Teaching Assistants’ Miscommunication Experiences in U.S. Undergraduate Classrooms

Motasim Billah
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Motasim Billah: Doctoral Graduate Teaching Assistant, Department. of Communication, North Dakota State University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 13, 49-59

Abstract: Graduate Teaching Assistants (GTAs) play a critical role in undergraduate education in U.S. classrooms. GTAs, or Teaching Assistants (TAs), are often responsible for teaching introductory courses, leading laboratory sessions, grading assignments, and facilitating discussions during their jobs and study. Considering the number of undergraduate students in U.S. classrooms, GTAs are increasingly involved in instructional roles. This study examines the experiences of GTAs regarding miscommunication with undergraduate students in their role as an instructor. Through in-depth interviews with TAs from three U.S. universities, this study identifies key communication challenges, including unclear instructions, linguistic barriers, cultural misunderstandings, and instructional ambiguity. The findings provide a comprehensive insight into the communication challenges GTAs face, highlighting the necessity for improved communication strategies in the classroom. Additionally, this study will contribute to the enhancement of TA training programs so that TAs effectively identify, address, and resolve miscommunication with students in various circumstances.

Date: 2025
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