Cargando…

The role of teacher empathy and immediacy in Chinese EFL students’ affective learning outcomes: unveiling the associations

INTRODUCTION: The positive influences of teacher-student interpersonal communication skills on second language (L2) students have been considerably endorsed in the literature. However, the contribution of teacher empathy and immediacy behaviors, as realizations of such skills, to students’ affective...

Descripción completa

Detalles Bibliográficos
Autores principales: Wang, Nana, Kang, Jiafang
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10665849/
https://www.ncbi.nlm.nih.gov/pubmed/38022942
http://dx.doi.org/10.3389/fpsyg.2023.1294891
_version_ 1785138917155012608
author Wang, Nana
Kang, Jiafang
author_facet Wang, Nana
Kang, Jiafang
author_sort Wang, Nana
collection PubMed
description INTRODUCTION: The positive influences of teacher-student interpersonal communication skills on second language (L2) students have been considerably endorsed in the literature. However, the contribution of teacher empathy and immediacy behaviors, as realizations of such skills, to students’ affective learning outcomes is unaddressed in L2 research. METHODS: To fill this gap, three scales were distributed among a sample of 350 Chinese EFL students to see if teachers’ empathy and immediacy correlate with and predict students’ affective learning outcomes. RESULTS: The results of correlation analysis revealed strong and positive relationships among teacher empathy, teacher immediacy, and learners’ affective learning outcomes. Moreover, the results of multiple regression indicated that Chinese EFL teachers’ empathy and immediacy could predict about 65 and 60% of changes in the learners’ affective learning outcomes, respectively. DISCUSSION: Implications of the study for EFL teachers’ interpersonal communication skills development and emotional literacy are discussed. Future research trends are also presented at the end of the article.
format Online
Article
Text
id pubmed-10665849
institution National Center for Biotechnology Information
language English
publishDate 2023
publisher Frontiers Media S.A.
record_format MEDLINE/PubMed
spelling pubmed-106658492023-11-09 The role of teacher empathy and immediacy in Chinese EFL students’ affective learning outcomes: unveiling the associations Wang, Nana Kang, Jiafang Front Psychol Psychology INTRODUCTION: The positive influences of teacher-student interpersonal communication skills on second language (L2) students have been considerably endorsed in the literature. However, the contribution of teacher empathy and immediacy behaviors, as realizations of such skills, to students’ affective learning outcomes is unaddressed in L2 research. METHODS: To fill this gap, three scales were distributed among a sample of 350 Chinese EFL students to see if teachers’ empathy and immediacy correlate with and predict students’ affective learning outcomes. RESULTS: The results of correlation analysis revealed strong and positive relationships among teacher empathy, teacher immediacy, and learners’ affective learning outcomes. Moreover, the results of multiple regression indicated that Chinese EFL teachers’ empathy and immediacy could predict about 65 and 60% of changes in the learners’ affective learning outcomes, respectively. DISCUSSION: Implications of the study for EFL teachers’ interpersonal communication skills development and emotional literacy are discussed. Future research trends are also presented at the end of the article. Frontiers Media S.A. 2023-11-09 /pmc/articles/PMC10665849/ /pubmed/38022942 http://dx.doi.org/10.3389/fpsyg.2023.1294891 Text en Copyright © 2023 Wang and Kang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Wang, Nana
Kang, Jiafang
The role of teacher empathy and immediacy in Chinese EFL students’ affective learning outcomes: unveiling the associations
title The role of teacher empathy and immediacy in Chinese EFL students’ affective learning outcomes: unveiling the associations
title_full The role of teacher empathy and immediacy in Chinese EFL students’ affective learning outcomes: unveiling the associations
title_fullStr The role of teacher empathy and immediacy in Chinese EFL students’ affective learning outcomes: unveiling the associations
title_full_unstemmed The role of teacher empathy and immediacy in Chinese EFL students’ affective learning outcomes: unveiling the associations
title_short The role of teacher empathy and immediacy in Chinese EFL students’ affective learning outcomes: unveiling the associations
title_sort role of teacher empathy and immediacy in chinese efl students’ affective learning outcomes: unveiling the associations
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10665849/
https://www.ncbi.nlm.nih.gov/pubmed/38022942
http://dx.doi.org/10.3389/fpsyg.2023.1294891
work_keys_str_mv AT wangnana theroleofteacherempathyandimmediacyinchineseeflstudentsaffectivelearningoutcomesunveilingtheassociations
AT kangjiafang theroleofteacherempathyandimmediacyinchineseeflstudentsaffectivelearningoutcomesunveilingtheassociations
AT wangnana roleofteacherempathyandimmediacyinchineseeflstudentsaffectivelearningoutcomesunveilingtheassociations
AT kangjiafang roleofteacherempathyandimmediacyinchineseeflstudentsaffectivelearningoutcomesunveilingtheassociations