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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...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2023
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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 |
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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 |
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