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

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 assig...

Full description

Saved in:
Bibliographic Details
Published in:Theory and practice in language studies 2014-11, Vol.4 (11), p.2415
Main Authors: Farani, Sahar Tabatabaee, Fatemi, Azar Hosseini
Format: Article
Language:English
Subjects:
Attitudes
Behavior
Cognition & reasoning
Cognitive ability
Cognitive Development
Disclosure
Education
Emotions
English as a second language
English as a second language instruction
Experiential Learning
Foreign language learning
Humanism
Language
Language attitudes
Language teachers
Learning Processes
Linguistic research
Mediation
Psychology
Qualitative research
Quantitative analysis
Questionnaires
Second language teachers
Second languages
Self-disclosure
Student attitudes
Study and teaching
Teaching
Thinking Skills
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c2302-ba91799ecf76010332173f9aa1a6425472d3e8bc91d504b652f246d5b561c3013
cites cdi_FETCH-LOGICAL-c2302-ba91799ecf76010332173f9aa1a6425472d3e8bc91d504b652f246d5b561c3013
container_end_page
container_issue 11
container_start_page 2415
container_title Theory and practice in language studies
container_volume 4
creator Farani, Sahar Tabatabaee
Fatemi, Azar Hosseini
description 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. Index Terms--attitude, self-disclosure, foreign language context
doi_str_mv 10.4304/tpls.4.11.2415-2422
format article
fullrecord <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_journals_1630750621</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A394184510</galeid><sourcerecordid>A394184510</sourcerecordid><originalsourceid>FETCH-LOGICAL-c2302-ba91799ecf76010332173f9aa1a6425472d3e8bc91d504b652f246d5b561c3013</originalsourceid><addsrcrecordid>eNpVUc1q3DAQFqGBLps8QQ4V9GxXox87Pi5L0wQWesj2LLTyyFHwShtJps2tr5HX65PUZgttZw7DzHzf_PARcgOsloLJT-U05lrWADWXoCouOb8gK86UqFjT8XdkBW3XVVx18J5c5_zMZmsUcCVX5HX_hPTheDK20OjoHo19wvTr51umjzi6qvfZjjFPCWkM9LFMPYaS5z7dlOKXlJb43aQ-050Jw2QGpDs0KfgwUB-ooXcxoR_C3_Y2hoI_yhW5dGbMeP0nrsm3u8_77X21-_rlYbvZVZYLxquD6Zbz0bq2YcCE4NAK1xkDppHzCy3vBd4ebAe9YvLQKO64bHp1UA1YwUCsycfz3FOKLxPmop_jlMK8UkMjWKtYwxfUhzNqMCPqMdnBTDnrjegk3Eo1L16T-h-EDy6WZOzsPR69jQGdn-v_EcSZYFPMOaHTp-SPJr1qYHpRTi_KaakB9KKcXpQTvwEG2owv</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1630750621</pqid></control><display><type>article</type><title>The Impact of Teacher’s Self-disclosure on Students’ Attitude towards Language Learning in a Foreign Language Context</title><source>Linguistics Collection</source><source>ProQuest One Literature</source><source>Linguistics and Language Behavior Abstracts (LLBA)</source><source>ProQuest Social Science Premium Collection</source><source>Education Collection</source><creator>Farani, Sahar Tabatabaee ; Fatemi, Azar Hosseini</creator><creatorcontrib>Farani, Sahar Tabatabaee ; Fatemi, Azar Hosseini</creatorcontrib><description>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. Index Terms--attitude, self-disclosure, foreign language context</description><identifier>ISSN: 1799-2591</identifier><identifier>EISSN: 2053-0692</identifier><identifier>DOI: 10.4304/tpls.4.11.2415-2422</identifier><language>eng</language><publisher>London: Academy Publication Co., LTD</publisher><subject>Attitudes ; Behavior ; Cognition &amp; reasoning ; Cognitive ability ; Cognitive Development ; Disclosure ; Education ; Emotions ; English as a second language ; English as a second language instruction ; Experiential Learning ; Foreign language learning ; Humanism ; Language ; Language attitudes ; Language teachers ; Learning Processes ; Linguistic research ; Mediation ; Psychology ; Qualitative research ; Quantitative analysis ; Questionnaires ; Second language teachers ; Second languages ; Self-disclosure ; Student attitudes ; Study and teaching ; Teaching ; Thinking Skills</subject><ispartof>Theory and practice in language studies, 2014-11, Vol.4 (11), p.2415</ispartof><rights>COPYRIGHT 2014 Academy Publication Co., LTD</rights><rights>Copyright Academy Publisher Nov 2014</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2302-ba91799ecf76010332173f9aa1a6425472d3e8bc91d504b652f246d5b561c3013</citedby><cites>FETCH-LOGICAL-c2302-ba91799ecf76010332173f9aa1a6425472d3e8bc91d504b652f246d5b561c3013</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/1630750621/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1630750621?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,777,781,12832,21359,21363,21375,27905,27906,31250,33592,33858,33892,43714,43861,43877,62640,62641,62656,73945,73970,74146,74162</link.rule.ids></links><search><creatorcontrib>Farani, Sahar Tabatabaee</creatorcontrib><creatorcontrib>Fatemi, Azar Hosseini</creatorcontrib><title>The Impact of Teacher’s Self-disclosure on Students’ Attitude towards Language Learning in a Foreign Language Context</title><title>Theory and practice in language studies</title><description>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. Index Terms--attitude, self-disclosure, foreign language context</description><subject>Attitudes</subject><subject>Behavior</subject><subject>Cognition &amp; reasoning</subject><subject>Cognitive ability</subject><subject>Cognitive Development</subject><subject>Disclosure</subject><subject>Education</subject><subject>Emotions</subject><subject>English as a second language</subject><subject>English as a second language instruction</subject><subject>Experiential Learning</subject><subject>Foreign language learning</subject><subject>Humanism</subject><subject>Language</subject><subject>Language attitudes</subject><subject>Language teachers</subject><subject>Learning Processes</subject><subject>Linguistic research</subject><subject>Mediation</subject><subject>Psychology</subject><subject>Qualitative research</subject><subject>Quantitative analysis</subject><subject>Questionnaires</subject><subject>Second language teachers</subject><subject>Second languages</subject><subject>Self-disclosure</subject><subject>Student attitudes</subject><subject>Study and teaching</subject><subject>Teaching</subject><subject>Thinking Skills</subject><issn>1799-2591</issn><issn>2053-0692</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>7T9</sourceid><sourceid>AIMQZ</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>CPGLG</sourceid><sourceid>M0P</sourceid><recordid>eNpVUc1q3DAQFqGBLps8QQ4V9GxXox87Pi5L0wQWesj2LLTyyFHwShtJps2tr5HX65PUZgttZw7DzHzf_PARcgOsloLJT-U05lrWADWXoCouOb8gK86UqFjT8XdkBW3XVVx18J5c5_zMZmsUcCVX5HX_hPTheDK20OjoHo19wvTr51umjzi6qvfZjjFPCWkM9LFMPYaS5z7dlOKXlJb43aQ-050Jw2QGpDs0KfgwUB-ooXcxoR_C3_Y2hoI_yhW5dGbMeP0nrsm3u8_77X21-_rlYbvZVZYLxquD6Zbz0bq2YcCE4NAK1xkDppHzCy3vBd4ebAe9YvLQKO64bHp1UA1YwUCsycfz3FOKLxPmop_jlMK8UkMjWKtYwxfUhzNqMCPqMdnBTDnrjegk3Eo1L16T-h-EDy6WZOzsPR69jQGdn-v_EcSZYFPMOaHTp-SPJr1qYHpRTi_KaakB9KKcXpQTvwEG2owv</recordid><startdate>20141101</startdate><enddate>20141101</enddate><creator>Farani, Sahar Tabatabaee</creator><creator>Fatemi, Azar Hosseini</creator><general>Academy Publication Co., LTD</general><general>Academy Publication Co., Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>ILR</scope><scope>0-V</scope><scope>3V.</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CLO</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>LIQON</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PAF</scope><scope>PPXUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQLNA</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PROLI</scope><scope>Q9U</scope></search><sort><creationdate>20141101</creationdate><title>The Impact of Teacher’s Self-disclosure on Students’ Attitude towards Language Learning in a Foreign Language Context</title><author>Farani, Sahar Tabatabaee ; Fatemi, Azar Hosseini</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2302-ba91799ecf76010332173f9aa1a6425472d3e8bc91d504b652f246d5b561c3013</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Attitudes</topic><topic>Behavior</topic><topic>Cognition &amp; reasoning</topic><topic>Cognitive ability</topic><topic>Cognitive Development</topic><topic>Disclosure</topic><topic>Education</topic><topic>Emotions</topic><topic>English as a second language</topic><topic>English as a second language instruction</topic><topic>Experiential Learning</topic><topic>Foreign language learning</topic><topic>Humanism</topic><topic>Language</topic><topic>Language attitudes</topic><topic>Language teachers</topic><topic>Learning Processes</topic><topic>Linguistic research</topic><topic>Mediation</topic><topic>Psychology</topic><topic>Qualitative research</topic><topic>Quantitative analysis</topic><topic>Questionnaires</topic><topic>Second language teachers</topic><topic>Second languages</topic><topic>Self-disclosure</topic><topic>Student attitudes</topic><topic>Study and teaching</topic><topic>Teaching</topic><topic>Thinking Skills</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Farani, Sahar Tabatabaee</creatorcontrib><creatorcontrib>Fatemi, Azar Hosseini</creatorcontrib><collection>CrossRef</collection><collection>Gale Literature Resource Center</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>ProQuest One Literature</collection><collection>ProQuest Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Literature Online Core (LION Core) (legacy)</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>One Literature (ProQuest)</collection><collection>ProQuest Education Journals</collection><collection>Proquest Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest Learning: Literature</collection><collection>Literature Online Premium (LION Premium) (legacy)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>Literature Online (LION) – US</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>Literature Online</collection><collection>ProQuest Central Basic</collection><jtitle>Theory and practice in language studies</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Farani, Sahar Tabatabaee</au><au>Fatemi, Azar Hosseini</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Impact of Teacher’s Self-disclosure on Students’ Attitude towards Language Learning in a Foreign Language Context</atitle><jtitle>Theory and practice in language studies</jtitle><date>2014-11-01</date><risdate>2014</risdate><volume>4</volume><issue>11</issue><spage>2415</spage><pages>2415-</pages><issn>1799-2591</issn><eissn>2053-0692</eissn><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. Index Terms--attitude, self-disclosure, foreign language context</abstract><cop>London</cop><pub>Academy Publication Co., LTD</pub><doi>10.4304/tpls.4.11.2415-2422</doi><tpages>8</tpages><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 1799-2591
ispartof Theory and practice in language studies, 2014-11, Vol.4 (11), p.2415
issn 1799-2591
2053-0692
language eng
recordid cdi_proquest_journals_1630750621
source Linguistics Collection; ProQuest One Literature; Linguistics and Language Behavior Abstracts (LLBA); ProQuest Social Science Premium Collection; Education Collection
subjects Attitudes
Behavior
Cognition & reasoning
Cognitive ability
Cognitive Development
Disclosure
Education
Emotions
English as a second language
English as a second language instruction
Experiential Learning
Foreign language learning
Humanism
Language
Language attitudes
Language teachers
Learning Processes
Linguistic research
Mediation
Psychology
Qualitative research
Quantitative analysis
Questionnaires
Second language teachers
Second languages
Self-disclosure
Student attitudes
Study and teaching
Teaching
Thinking Skills
title The Impact of Teacher’s Self-disclosure on Students’ Attitude towards Language Learning in a Foreign Language Context
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-20T05%3A49%3A47IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20Impact%20of%20Teacher%E2%80%99s%20Self-disclosure%20on%20Students%E2%80%99%20Attitude%20towards%20Language%20Learning%20in%20a%20Foreign%20Language%20Context&rft.jtitle=Theory%20and%20practice%20in%20language%20studies&rft.au=Farani,%20Sahar%20Tabatabaee&rft.date=2014-11-01&rft.volume=4&rft.issue=11&rft.spage=2415&rft.pages=2415-&rft.issn=1799-2591&rft.eissn=2053-0692&rft_id=info:doi/10.4304/tpls.4.11.2415-2422&rft_dat=%3Cgale_proqu%3EA394184510%3C/gale_proqu%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c2302-ba91799ecf76010332173f9aa1a6425472d3e8bc91d504b652f246d5b561c3013%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=1630750621&rft_id=info:pmid/&rft_galeid=A394184510&rfr_iscdi=true