Unraveling the Impacts of Teacher’s Self-Disclosure on Idiomatic Expression Learning and L2 Willingness to Communicate among EFL Learners

الموضوعات :

Masoud Taheri-Larki ¹ , Mohsen Shahrokhi ² , Mohammad Reza Talebinejad ³

1 - Instructor, Persian Literature Department, Farhangian University, Shahrekord,
2 - Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
3 - Islamic Azad University, Shahreza Branch, Shahreza, Iran

تاريخ الإرسال : 13 الجمعة , جمادى الأولى, 1446 تاريخ التأكيد : 18 الخميس , جمادى الثانية, 1446 تاريخ الإصدار : 18 الخميس , جمادى الثانية, 1446

الکلمات المفتاحية: TSD, EFL learners Idiomatic expressions, L2 WTC,

ملخص المقالة :

While research on teacher self-disclosure (TSD) has been expanding, its specific effects as a teaching strategy on English as a Foreign Language (EFL) outcomes in Iran have not been thoroughly investigated. This study aimed to explore how TSD influences EFL learners, focusing on their comprehension of idiomatic expressions and their willingness to communicate in a second language (L2 WTC). Employing a quantitative, quasi-experimental design, the research involved a non-random sample of 99 EFL teachers and 64 upper-intermediate learners from Isfahan and Chahar-Mahal provinces. Data were collected using a scale measuring teachers’ self-disclosure, a test for idiomatic expressions, and an L2 WTC questionnaire, all demonstrating strong reliability and validity. The findings revealed that EFL teachers frequently engage in self-disclosure, with this practice linked to various demographic factors. Notably, a hierarchical multiple regression analysis indicated that, apart from gender, teachers' educational background, teaching experience, and age significantly influenced their tendency to self-disclose. Furthermore, the study showed that TSD had a positive impact on learners’ willingness to communicate and their understanding of idiomatic expressions. These insights underscore the importance of fostering positive teacher-student relationships, enhancing EFL learning outcomes, developing effective instructional materials, and creating professional development programs for EFL educators.

المصادر:

Altman, I., & Taylor, D. A. (1973). Social penetration: The development of interpersonal relationships. Rinehart & Winston.
Amirian, Z., Rezazadeh, M., & Rahimi-Dashti, M. (2021). Teachers’ immediacy, self-disclosure, and technology policy as predictors of willingness to communicate: A structural equational modeling analysis. In New perspectives on willingness to communicate in a second language (pp. 219-234). Springer International Publishing.
Anggraeni, C. W., Mujiyanto, J., Rustipa, K., & Widhiyanto, W. (2024). Effects of utilizing self-regulated learning-based instruction on EFL students' academic writing skills: a mixed-method investigation.
Aspy, D. N. (1969). The effect of teacher-offered conditions of empathy, positive regard, and congruence upon student achievement. Florida Journal of Educational Research, 11(1), 39-48.
Aubry, J. M. (2009). Motivation and instructor's self-disclosure using Facebook in a French online course context. University of South Florida.
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Boers, F., & Lindstromberg, S. (2008). Closing chapter: From Empirical Findings to Pedagogical Practice. Cognitive linguistic approaches to teaching vocabulary and phraseology, 375-393.
Boers, F., Demecheleer, M., & Eyckmans, J. (2004). Etymological elaboration as a strategy for learning idioms. In P. Bogaards and B. Laufer, Vocabulary in a second language: selection, acquisition, and testing, 53-78. Amsterdam: John Benjamins.
Bouhafa, Y., Bharaj, P. K., & Simpson, A. (2023). Examining the relationships between teacher self-disclosure and emotional and behavioral engagement of STEM undergraduate research scholars: A structural equation. Education Sciences. https://doi.org/10.3390/educsci13080821
Brauer, K., Barabadi, E., Aghaee, E., Alrabai, F., Elahi Shirvan, M., Sendatzki, R., & Vierow, L.M. (2023). Impostor Phenomenon and L2 willingness to communicate: Testing communication anxiety and perceived L2 competence as mediators. Frontiers in Psychology, 13. https://doi: 10.3389/fpsyg.2022.1060091
Brenner, G. (2011). Webster's new world American idioms handbook. New York: Houghton Mifflin Harcourt.
Calarco, J., Pascoe, C. & Silva, T. (2019). Social Class and Student-Teacher Interactions. In T. Domina, B. Gibbs, L. Nunn & A. Penner (Ed.), Education and Society: An Introduction to Key Issues in the Sociology of Education (pp. 96-109). Berkeley: University of California Press. https://doi.org/10.1525/9780520968301-009
Camas Garrido, L., Valero Moya, A., & Vendrell Morancho, M. (2021). The teacher-student relationship in the use of social network sites for educational purposes: A systematic review. Journal of New Approaches in Educational Research, 10(1), 137-156.
Cayanus, J. L., & Heisler, J. (2013). Teacher self-disclosure: Exploring a fourth dimension. National Communication Association.
Cayanus, J. L., & Martin, M. M. (2008). Teacher self-disclosure: Amount, relevance, and negativity. Communication Quarterly, 56(3), 325-341.
Cayanus, J. L., Martin, M. M., & Goodboy, A. K. (2009). The relation between teacher self-disclosure and student motives to communicate. Communication Research Reports, 26(2), 105-113.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
De Caro, e. e. R. (2009). The Advantages and Importance of Learning and Using Idioms in English. Cuadernos de Lingüística Hispánica, 14, 121-126.
Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Demszky, D., Liu, J. Mancenido, Z., Cohen, J., Hill, H., Jurafsky, D., and Hashimoto T. (2021). Measuring Conversational Uptake: A Case Study on Student-Teacher Interactions. In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers), pages 1638–1653, Online. Association for Computational Linguistics.
Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non–English major university students. Journal of Language and Social Psychology, 31(2), 197-211.
Goldstein, J. H., & Benassi, V. A. (1994). The relation between teacher self-disclosure and student classroom participation. Teaching of Psychology, 21(4), 212-217.
Hagenauer, G., Muehlbacher, F., & Ivanova, M. (2023). "It's where learning and teaching begins ‒ is this relationship" - insights on the teacher-student relationship at university from the teachers' perspective. Higher education, 85(4), 819–835. https://doi.org/10.1007/s10734-022-00867-z
Henry, A., & Thorsen, C. (2021). Teachers’ self-disclosures and influences on students’ motivation: A relational perspective. International Journal of Bilingual Education and Bilingualism, 24(1), 1-15.
Hinkel, E. (2011). What research on second language writing tells us and what it doesn’t. Handbook of research in second language teaching and learning/Taylor & Francis Routledge.
Homans, G. C. (1958). Social behavior as exchange. American Journal of Sociology, 63(6), 597-606.
Jebbour, M. (2018). University students’ perceptions of the effects of teacher self-disclosure in the English language classroom. Journal of English Language Teaching and Linguistics, 3(3), 275-285. http://dx.doi.org/10.21462/jeltl.v3i3.166
Jourard, S. M., & Lasakow, P. (1958). Some factors in self-disclosure. Journal of Abnormal and Social Psychology, 56, 91-98.
Khodamoradi, A., Talebi, S. H., & Maghsoudi, M. (2020). The relationship between teacher personality and teacher interpersonal behavior: The case of Iranian teacher educators. Applied Research on English Language, 9(3), 325-348.
Kök, M., & Kantar, A. (2024). The mediating role of self-disclosure in the relationship between masculine gender role stress and foreign language classroom anxiety. Innovation in Language Learning and Teaching, 18(2), 169-180.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
Kromka, S. M. (2020). The effects of instructor self-disclosure on student learning outcomes and instructor credibility. Communication Education, 69(3), 298-317.
Kuhzad, S., & Zarfsaz, E. (2023). The Relationship between Teachers' Self-Disclosure and EFL Students' Motivation for Class Participation. Acuity: Journal of English Language Pedagogy, Literature and Culture, 8(2), 303-312.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Lantolf, J. P. (2013). Sociocultural theory: A dialectical approach to L2 research. In The Routledge Handbook of second language acquisition (pp. 57-72). Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). Academic Press.
MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26. https://doi.org/10.1177/0261927x960151001
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in an L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
Martin, M. M., Myers, S. A., & Mottet, T. P. (1999). Students’ motives for communicating with their instructors. Communication Education, 48, 155-164.
McBride, M. C., & Wahl, S. T. (2005). “To Say or Not to Say:” Teachers' Management of Privacy Boundaries in the Classroom. Texas Speech Communication Journal, 30(1), 8-22.
McCarthy, M., & O'Dell, F. (2002). English idioms in use (Vol. 2). Cambridge: Cambridge University Press.
Nussbaum, J. F., & Scott, S. E. (1979). The effects of instructor's self‐disclosure on student learning. Communication Education, 28(4), 276-286.
Peng, J. E. (2014). Willingness to communicate in the Chinese EFL university classroom. (No Title).
Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language learning, 60(4), 834-876.
Pham, Q. N., Ovalles, E. C., & Lau, E. (2020). The integration of technology in idiomatic language instruction: A synthesis of research in L2 contexts. Journal of Foreign Language Education and Technology, 5(2), 321-337.
Qin, J. (2022). A theoretical review on the role of English as a foreign language teachers’ self-disclosure in shaping classroom climate and immediacy. Frontiers in Psychology, 13. https://doi: 10.3389/fpsyg.2022.945046.
Rahmawati, L. E., Sulistyono, Y., Ratih, K., Hamidah, J., Istiqamah, I., Utami, N. M., ... & Noviafitri, K. S. (2024). Evaluation of Indonesian language course development focused on internationalization with goal-oriented model. BAHASTRA, 44(2), 177-204.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Shirvan, M. E., & Taherian, T. (2020). Relational influences of a teacher’s self-disclosure on the emergence of foreign language enjoyment patterns. In Language education and emotions (pp. 135-148). Routledge.
Simon, K., Petrovic, L., Baker, C., & Overstreet, S. (2022). An Examination of the Associations Among Teacher Secondary Traumatic Stress, Teacher–Student Relationship Quality, and Student Socio-Emotional Functioning. School Mental Health, 14(2), 213-224. https://doi.org/10.1007/s12310-022-09507-4
Sorensen, G. (1989). The relationships among teachers' self‐disglosive statements, students' perceptions, and affective learning. Communication Education, 38(3), 259-276.
Taheri, M., Shahrokhi, M., & Talebinejad, M. R. (2024). Predicting EFL teacher’s perceived self-disclosure practice: Demographic factors in focus. Journal of Modern Research in English Language Studies, 11(2), 25-48. DOI: 10.30479/jmrels.2023.18781.2211
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Weda, S., Atmowardoyo, H., Rahman, F., Said, M. M., & Sakti, A. E. F. (2021). Factors affecting students’ willingness to communicate in EFL classrooms at higher institutions in Indonesia. Andi Elsa Fadhilah Sakti.
Wei, X., & Xu, Q. (2022). Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio‐psychological perspective. Foreign Language Annals. https://doi.org/10.1111/flan.12595
Wray, A. (2002). Formulaic language and the lexicon. New York: Cambridge University Press.
Woolfolk, A. E., & Woolfolk, R. L. (1975). Student self-disclosure in response to teacher verbal and nonverbal behavior. The Journal of Experimental Education, 44(1), 36-40.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
Zyzik, E. (2011). Second language idiom learning: The effects of lexical knowledge and pedagogical sequencing. Language Teaching Research, 15(4), 413-433. https:// doi. Org /10. 117 7/136 2168 811412025.