The Impact of Teacher’s Self-disclosure on Students’ Attitude towards Language Learning in a Foreign Language Context

Abstract

This study, conducted in two quantitative and qualitative phases, was designed to investigate the possible impact of teacher's self-disclosure on students' attitude towards English language learning. The participants were 48 female EFL learners of intermediate level who were randomly assigned to experimental (23) and control (25) groups. In the quantitative phase, to check the effect of teacher's self-disclosure on students' attitude, the questionnaire of Attitudes towards English Language was administered in both groups as a pre-test at the beginning and a post-test at the end of the term. During the term, the experimental group received teacher's self-disclosure as treatment. The data were analyzed by means of Independent sample-t-test and matched pair t-test. The results showed significant differences between groups. For the qualitative phase, the experimental group received the questionnaire of the Approval of teacher's self-disclosure. Subjects' responses to the questionnaire and the analysis of teacher's observations confirmed the results of the first phase.

The Scale of Teachers' Self- Disclosure through Social Media: Validity and Reliability Studies

“…In this study, it was planned to develop a scale for teachers to disclose themselves to their students through social media. In this respect, the literature on teachers" use of social media and teacher-student interaction on social media was reviewed (Acar & Yenmiş, 2014;Alican & Saban, 2013;Arthur & Bostedo-Conway, 2012;Atkins, 2010;Bridges, 2009;Cayanus, 2004;Cayanus & Martin, 2004;Cayanus & Martin, 2008;Cayanus, Martin & Goodboy, 2009;Çakmak & Arap, 2013;Dawson, 2008;Eke, Omekwu & Odoh, 2014;Eugenia & Wong, 2013;Farani & Fatemi, 2014;Ha & Shin, 2014;Haeger, Wang & Lorenz, 2014;Hassan & Landani, 2015;Hosek & Thompson, 2009;Hurt et al, 2012;Irwin, Desbrow & Leveritt, 2012;Ili, 2013;Junco, Heiberger & Loken, 2011;Kırksekiz, 2013;Kuzu, 2014;Lam, 2012;Lane, 2013;Lane & Lewis, 2013;Liccardi, 2007;Mazer, et al, 2007;Mazer & Hosek, 2012;Munoz & Towner, 2009;Nkhoma et al, 2015;Sang, 2014;Saylag, 2012;Smith, 2015;Tarantino, McDonough & Hua, 2013;Tarawneh, 2014;Tiryakioğlu & Erzurum, 2011;Togay et al, 20...…”

ELT formation course program and pre-service teachers’ perceptions of self-disclosure

“…They investigated Iranian EFL teachers' perceptions on self-disclosure and explored whether there was a significant difference between male and female teachers' perceptions and found divergences between them considering teachers' perceptions. Furthermore, Farani and Fatemi, (2014) examined the possible effect of teacher's self-disclosure on students' attitudes towards language learning in two phases.…”

A Theoretical Review on the Role of English as a Foreign Language Teachers’ Self-Disclosure in Shaping Classroom Climate and Immediacy

“…It plays a key role in forming close relationships (Derlega et al, 1993) and creating "comfort" as one of the representations of "social competence" (Wei et al, 2005, p. 602). It is essential to note that self-disclosure is a mutual construct in that its quality and content is determined not only by the discloser but also the context and the recipient (Farani and Fatemi, 2014). As pinpointed by Jourard (1971), self-disclosure generates self-disclosure, hence in language education this concept can create a sense of interpersonal bond in a counselor-client relationship that paves the way for many academic outcomes to emerge.…”