Literaturnachweis - Detailanzeige
Autor/inn/en | Derakhshan, Ali; Zhang, Lawrence Jun; Zhaleh, Kiyana |
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Titel | The Effects of Instructor Clarity and Non-Verbal Immediacy on Chinese and Iranian EFL Students' Affective Learning: The Mediating Role of Instructor Understanding |
Quelle | In: Studies in Second Language Learning and Teaching, 13 (2023) 1, S.71-100 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Derakhshan, Ali) ORCID (Zhang, Lawrence Jun) ORCID (Zhaleh, Kiyana) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2083-5205 |
Schlagwörter | Language Teachers; English (Second Language); Second Language Instruction; Foreign Countries; Predictor Variables; Correlation; Affective Behavior; Emotional Response; Teacher Characteristics; Interpersonal Communication; Student Attitudes; Teacher Behavior; Course Content; Communication Skills; Teaching Methods; Verbal Communication; Nonverbal Communication; Cultural Awareness; China; Iran Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Prädiktor; Korrelation; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Interpersonale Kommunikation; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Kursprogramm; Kommunikationsstil; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Cultural identity; Kulturelle Identität |
Abstract | Drawing on the rhetorical/relational goal theory, this study examined the role of instructor clarity and non-verbal immediacy in affective learning through the mediation of instructor understanding. Data were gathered through close-ended questionnaires from 756 Chinese and 715 Iranian English as a foreign language (EFL) students, the factor structure and cross-cultural validity of which were supported via confirmatory factor analysis and testing measurement invariance, respectively. Path analysis results indicated that clarity and non-verbal immediacy positively predicted instructor understanding and affective learning; instructor understanding positively predicted affective learning; and understanding was a significant positive mediator in the relationship of non-verbal immediacy and clarity with affective learning. Except for the positive association of non-verbal immediacy with understanding which was significantly higher for the Iranian group, no significant difference was found between the Chinese and Iranian groups in all other associations, providing empirical support for the role of EFL teachers' positive interpersonal communication behaviors in EFL students' affective learning, irrespective of the cultural context. (As Provided). |
Anmerkungen | Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |