The Relationship between Teachers’ Self-Disclosure and EFL Students’ Motivation for Class Participation
Keywords:
Teachers’ self-disclosure, EFL, Students’ Motivation, Class ParticipationAbstract
A communication technique specifically used to improve relationships between teachers and students is teacher self-disclosure. More often than not, a healthy learning environment is created by the relationship between the teacher and students (Frymier & Houser, 2000). The purpose of this study was to determine whether there are any variations between male and female students' motivation regarding the teachers' self-disclosure and to investigate the relationship between teachers' self-disclosure and EFL students' motivation for class participation. In order to accomplish these goals, 28 teachers and 108 intermediate English learners from three institutions—Andishe Sabz Ehsan institution, Arad institution, and Maqreb Zamin institution—who were both male and female students were chosen to take part in the study. Data was then gathered using the teachers' self-disclosure questionnaire and the students' motivation questionnaire. The study's findings suggested a strong correlation between teachers' self-disclosure and EFL students' motivation to participate in class, however, there was no difference in motivation between male and female students with regard to teachers' self-disclosure. The findings of this study suggest that TSD can be used as a teaching and career development tool by EFL instructors at schools, universities, and other English language institutions to enhance learning and motivate students to learn English in the most effective manner.
Downloads
References
Allen, J. G. (1973). Implications of research in self-disclosure for group psychotherapy. International Journal of Group Psychotherapy, 23, 306-321.
Allen, A., & Court, S. (2009). Leader Self-Disclosure within PAL: a Case Study. Journal of Peer Learning, 2(1), 68-86.
Cayanus, J. L. (2004). Effective Instructional Practice: Using Teacher Self-disclosure as an Instructional Tool. Communication Teacher, 18(1), 6–9. doi:10.1080/1740462032000142095
Cayanus, J. and Martin, M. (2002). An instructor self-disclosure scale, Communication Research Reports, 21(3), 252-263.
Cayanus, J.L., Martin. M.M., and Weber. K. (2003). “The relationships between teacher self-disclosure with out-of-class communication, student interest, and cognitive learning.” Paper presented at the Southern States Communication Association Convention, Birmingham, AL.
Cayanus, J. L. and Martin. M.M. (2008). “Teacher self-disclosure: Amount, relevance and negativity. Communication Quarterly 56: 325–341.
Cayanus, J. L. (2009). Using teacher self-disclosure as an instructional tool. Communication Teacher, 18, 6–9.
Cayanus, J. L., Martin M. M., and Goodboy A. K. (2009). “The relation between teacher self-disclosure and student motives to communicate.” Communication Research Reports 26: 105–113.
Cayanus J. L. and M. M. Martin. (2016). “Teacher self-disclosure” in Communication and Learning edited by P. L. Witt, 241–258. Boston: De Gruyter.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro theory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185.
Dörnyei, Z. (1998). Motivation on second and foreign language learning. Language Teaching, 31:3, 117-135.
Dörnyei, Z. (2001). Teaching and Researching Motivation. Don Mills, ON: Pearson Education Ltd.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.
Dornyei, Z., & Csizer, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203–229. http://dx.doi.org/10.1177/136216889800200303.Dörnyei, Z. & Ottó, I. (2002). Motivation in action: A process model of L2 motivation. Centre for Information on Language Teaching and Research. Retrieved 6 June 2003, from http://www.cilt.org.uk/research/resfor3/dornyei.htm
Eckhart, B. (2011). To share or not to share: Cancer and what teachers should tell about it. Talking about Teaching, 5, 43-50.
Ehrman, M. (1996). An exploration of adult language learning motivation, self-efficacy, and anxiety. In R. Oxford (Ed.), Language learning motivation: pathways to the new century (pp.81-104). Honolulu: U. of Hawaii Press.
Farani, S. T., & Fatemi, A. H. (2014). The impact of teacher‟s self-disclosure on students‟ attitude towards language learning in a foreign language context. Theory and Practice in Language Studies, 4, 2415-2422. doi:10.4304/tpls.4.11.2415-2422
Farson, R. E. (1954). The counselor is a woman. Journal of Counseling Psychology, 1, 221-223.
Kuan, C, Teng, K., Hong, T., & Fong, X. (2017). The relationship between perceived teacher self-disclosure and teacher credibility among public relations undergraduates in Universiti Tunku Abdul Rahman. Rese (Research Project). Universiti Tunku Abdul Rahman.
Matulaitiene, Z., Paluckaite, U. (2016). The relation between teacher’s self-disclosure and student’s motivation to learn. European Scientific Journal, 9(28), 456-469.
Punyanunt-Carter, N.M. (2013). College students perceptions of what teaching assistants are self-disclosing in the classroom. College Student Journal, 40(1), 3-10.
Qian, H., & Scott, C. R. (2007). Anonymity and self-disclosure on weblogs. Journal of Computer-Mediated Communication, 12(4):1428–1451.
Schmidt, R., Boraie, D. & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R. Oxford (Ed.), Language learning motivation: pathways to the new century (pp.9-70). Honolulu: U. of Hawaii Press.
Schumann, A. (2004). Zur Förderung der Motivation im Französischunterricht durch Inhaltsorientierung. Emotion und Kognition im Fremdsprachenunterricht, 476, 263.
Serag, A. (2011). Self-disclosure in EFL writing by computers. In A. Stewart (Ed.), JALT2010 Conference Proceedings. Tokyo: JALT.
Wang, Y. M., Lin, C. C., & Chen, Y. C. (2008). A study on learning motivation, values, learning obstacles, and learning behavior in EMBA. National Huawei University of Science and Technology. 27(1), 89-108.
Zhang, S., Shi, Q., Luo, X., & Ma, X. (2008). Chinese pre-service teachers' perceptions of effects of teacher self-disclosure. New Horizons in Education, 56(1), 30-42.
Zhang, S., Q. Shi, Tonelson. S., and Robinson, J. (2009). Preservice and in-service teachers’ perceptions of the appropriateness of teacher self-disclosure. Teaching and Teacher Education, 25, 1117–1124.
Zhang, S., Shi, Q., & Hao, S. (2009). The appropriateness of teacher self‐disclosure: A comparative study of China and the USA. Journal of Education for Teaching, 35(3), 225-239.
