Document Type : research paper
Authors
1 Department of English, Shahreza Branch, Islamic Azad Unversity, Shahreza, Iran
2 Corresponding author, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
3 English Department, Islamic Azad University of Shahreza, Shahreza, Isfahan, Iran
Abstract
Academics have generally accepted that teachers' interpersonal communication techniques and strategies—specifically, teachers' self-disclosure—are excellent instructional tools. The exploration of English as a Foreign Language (EFL) teachers' perceptions regarding their self-disclosure practice and its relationship with demographic factors, which can also significantly contribute to the variation of the teachers' self-disclosure in EFL contexts, has been largely neglected in the Iranian EFL context despite the growing body of research in this area. To close this gap, the present research distributed a five-point Likert scale to the participants to gather their perceptions on self-disclosure as Iranian EFL instructors. The inferential statistical analyses revealed a high extent of self-disclosure is practiced by Iranian EFL teachers. Moreover, Hierarchical Multiple regression indicated that among degree, experience, age, and gender as demographic factors, all, except gender, are associated with EFL teachers’ self-disclosure, and could predict teachers’ self-disclosure significantly. The study provides implications for stakeholders in the EFL community.
Keywords
Aghaei, K., Rajabi, M., Lie, K. Y., & Ajam, F. (2020). Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom. Education and Information Technologies, 25, 1607-1623. https://doi.org/10.1007/s10639-019-10039-9
Altman, I., & Taylor, D. A. (1973). Social penetration: The development of interpersonal relationships. Rinehart & Winston.
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.
Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61-79.
Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934.
Brandenburg, R., McDonough, S., Burke, J., & White, S. (Eds.) (2016). Teacher education: innovation, intervention, and impact. Springer.
Basaw, S. A. (1986). Gender stereotypes: Traditions and alternatives. Brooks/Cole.
Cui, Z. (2022). The impact of EFL teachers’ open-mindedness and immediacy on their social intelligence: a theoretical review. Frontiers in Psychology, 1438. https://doi.org/10.3389/fpsyg.2022.872250
Cayanus, J. L., Martin, M. M., & Weber, K. D. (2003). The relationships between teacher self-disclosure with out-of-class communication, student interest, and cognitive learning. Southern States Communication Association.
Cayanus, J. L., & Martin, M. M. (2004). An instructor self‐disclosure scale. Communication Research Reports, 21(3), 252-263.
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., & Myers, S. A. (2008). The relationship between perceived instructor self-disclosure and college student information seeking. Texas Speech Communication Journal, 33(1), 20-26.
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.
Cayanus, J. L., & Heisler, J. (2013). Teacher self-disclosure: Exploring a fourth dimension. National Communication Association.
Cayanus, J. & Martin, M. (2016). 10. Teacher Self-Disclosure. In P. Witt (Ed.), Communication and Learning (pp. 241-258). De Gruyter Mouton. https://doi.org/10.1515/9781501502446-011
Chelune, G. J. (1976). Self-Disclosure Situations Survey: A New Approach to Measuring Self-Disclosure. Order Department, American Psychological Association.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587
Demir, M. & Demir, O. (2021). The scale of teachers’ self-disclosure through social media: validity and reliability studies. International Journal of Contemporary Educational Research, 8(3), 165-177. https://doi.org/10.33200/ijcer.860534
Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: sources and solutions. System, 101, 1-16.
Derlega, V. J., & Chaikin, A. L. (1976). Norms affecting self-disclosure in men and women. Journal of Consulting and Clinical Psychology, 44(3), 376-380.
Drugli, M. B. (2013). How are closeness and conflict in student-teacher relationships associated with demographic factors, school functioning, and mental health in Norwegian schoolchildren aged 6–13? Scandinavian Journal of Educational Research, 57(2), 217-225.
DeCuir-Gunby, J. T., & Schutz, P. A. (2014). Researching race within educational psychology contexts. Educational Psychologist, 49(4), 244-260.
Duke, C. E., & Murdock, N. L. (1992). Characteristics of Counselor SelfDisclosure. Division of Counseling Psychology and Counselor Education University of Missouri-Kansas City.
Fusani, D. S. (1994). Extra-class communication: Frequency, immediacy, self-disclosure, and satisfaction in student-faculty interaction outside the classroom. Journal of Applied Communication Research, 22(3), 232–255. https://doi.org/10.1080/00909889409365400
Gkonou, C., Mercer, S., and Daubney, M. (2018). Teacher perspectives on language learning psychology. Language Learning Journal, 46, 501–513. https://doi.org/10.1080/09571736.2016.1172330
Goodboy, A. K., Carton, S. T., Goldman, Z. W., Gozanski, T. A., Tyler, W. J., & Johnson, N. R. (2014). Discouraging instructional dissent and facilitating students’ learning experiences through instructor self-disclosure. Southern Communication Journal, 79(2), 114-129.
Galvin, K. M. (1999). Classroom roles of the teacher. In A. L. Vangelisti, J. A. Daly, & G. W. Friedrich (Eds.). Teaching communication theory, research, and methods (pp. 243-255). Routledge.
Howes, C., Phillipsen, L. C., & Peisner-Feinberg, E. (2000). The consistency of perceived teacher-child relationships between preschool and kindergarten. Journal of School Psychology, 38(2), 113-132.
Hill, J., Ah Yun, K., Lindsey, L. (2008). The Interaction Effect of Teacher SelfDisclosure Valence and Relevance on Student Motivation, Teacher Liking, and Teacher Immediacy [Paper presentation]. NCA 94th Annual Convention, TBA, San Diego, CA.
Jourard, S. M., & Jaffe, P. E. (1970). Influence of an interviewer’s disclosure on the self-disclosing behavior of interviewees. Journal of Counseling Psychology, 17(3), 252–257. https://doi.org/10.1037/h0029197
Kaufmann, R., & Frisby, B. N. (2017). Dimensions of instructor disclosure: Implications for rhetorical and relational goals of instruction. Communication Research Reports, 34(3), 221-229.
Khodamoradi, A., Maghsoudi, M., & Talebi, S., H. (2019). Student teachers’ and educators’ perceptions of educator interpersonal behavior at teacher education university in Iran. Journal of Modern Research in English Language Studies, 6(4), 107-137.
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.
Maslowski, R. (2003). Klimaat in de Klas. [Classroom climate]. HSO, B4200-1/28.
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.
Mendes, E. (2003). What empathy can do? Educational Leadership, 61(1), 56-56.
Moreland, E. S. (2011). Crossing the line: K-12 public school teacher negotiation of unsolicited requests for self-disclosure. [Unpublished master’s thesis]. Colorado State University.
Martin, K. D., & Murphy, P. E. (2017). The role of data privacy in marketing. Journal of the Academy of Marketing Science, 45(2), 135–155. https://doi.org/10.1007/s11747-016-0495-4
Pishghadam, R., Derakhshan, A., Zhaleh, K., & Al-Obaydi, L. H. (2021). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions. Current Psychology, 40(4), 1-15. https://doi.org/10.1007/s12144-021-01738-z
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119.
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.org/10.3389/fpsyg.2022.945046
Rahimi, A., & Askari Bigdeli, R. (2016). Iranian EFL teachers’ perceptions of teacher selfdisclosure. Iranian Journal of Language Teaching Research, 4(1), 83-96.
Ranjbari, M. N., Heidari Tabrizi, H., & Afghary, A. (2021). The Future of Teacher Education Making: EFL Pre-Service Teachers and Teacher Educators’ Perceptions of Professional Preparation. Journal of Modern Research in English Language Studies, 8(1), 141-167.
Safaei, N., & Shahrokhi, M. (2019). Relationship between teacher selfdisclosure and teaching style: perception of EFL teachers. Cogent Education,6. https://doi.org/10.1080/2331186X.2019.1678231
Saft, E. W., & Pianta, R. C. (2001). Teachers’ perceptions of their relationships with students: Effects of child age, gender, and ethnicity of teachers and children. School Psychology Quarterly, 16(2), 125–141.
Sheybani, M. (2019). The relationship between EFL Learners’ Willingness to Communicate (WTC) and their teacher immediacy attributes: A structural equation modelling. Cogent Psychology, 6(1). https://doi.org/10.1080/23311908.2019.1607051
Sorensen, G. (1989). The relationships among teachers’ self‐disglosive statements, students’ perceptions, and affective learning. Communication Education, 38(3), 259-276.
Song, H., Kim, J., & Luo, W. (2016). Teacher–student relationship in online classes: A role of teacher self-disclosure. Computers in Human Behavior, 54, 436-443.
Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice, 13(2), 311-325.
Van Petegem, K., Creemers, B. P., Rossel, Y., & Aelterman, A. (2005). Relationships between teacher characteristics, interpersonal teacher behavior, and teacher wellbeing. The Journal of Classroom Interaction, 40(2), 34-43.
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.
Woolfolk, A. E., Garlinsky, K. S., & Nicolich, M. J. (1977). The impact of teacher behavior, teacher sex, and student sex upon student self-disclosure Contemporary Educational Psychology, 2(2), 124-132.
Wilson, C. B. (1995). Self-disclosure by students to teachers: A phenomenological study of stories of faculty. Georgia State University.
Xie, F., and Derakhshan, A. (2021). A conceptual review of positive teache interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12: 708490. https://doi.org/10.3389/fpsyg.2021.708490
Zhang, S. (2007). Preservice and K–12 in-service teachers’ perceptions of appropriateness of teacher self-disclosure and its teaching effectiveness [Ph.D. Dissertation]. Old Dominion University. https://doi.org/10.25777/1w36-pq04
Zusho, A., & Kumar, R. (2018). Introduction to the special issue: Critical reflections and future directions in the study of race, ethnicity, and motivation. Educational Psychologist, 53(2), 61-63.
)