The Relationship between Teachers' Self-Disclosure and EFL Students' Motivation for Class Participation.
Yazarlar (2)
Sara Kuhzad
Elham Zarfsaz
| Makale Türü |
Özgün Makale
(Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale)
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| Dergi Adı | Acuity: Journal of English Language Pedagogy, Literature and Culture | ||
| Dergi Tarandığı Indeksler | |||
| Makale Dili | İngilizce | Basım Tarihi | 01-2023 |
| Cilt / Sayı / Sayfa | 8 / 2 / 303–312 | DOI | – |
| Makale Linki | https://eric.ed.gov/?id=EJ1406506 | ||
| UAK Araştırma Alanları |
Eğitim Bilimleri
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| Özet |
| Teacher self-disclosure is a communication technique to improve relationships between teachers and students. More often than not, a healthy learning environment is created by the relationship between the teacher and students (Frymier & Houser, 2000). This study aimed 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 |
| Anahtar Kelimeler |
