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The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport

The teacher–learner relationship is not just a simple action and reaction on both sides of the relationship but a complete exchange that takes shape in the context of the factors that affect it. To understand the factors affecting this relationship, the present study investigated the predictability...

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Autor principal: Cai, Manyuan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8514860/
https://www.ncbi.nlm.nih.gov/pubmed/34659074
http://dx.doi.org/10.3389/fpsyg.2021.769424
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author Cai, Manyuan
author_facet Cai, Manyuan
author_sort Cai, Manyuan
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description The teacher–learner relationship is not just a simple action and reaction on both sides of the relationship but a complete exchange that takes shape in the context of the factors that affect it. To understand the factors affecting this relationship, the present study investigated the predictability of Chinese English as a Foreign Language (EFL) students’ willingness to communicate (WTC) through teachers’ immediacy and teacher–student rapport. To conduct the study, 858 EFL students from Xinyang Normal University in Henan province of China were invited to participate in the study. To collect the required data, the researcher employed the Willingness to Communicate Questionnaire, Verbal and Nonverbal Immediacy Questionnaire, and Professor–Student Rapport Scale. Pearson product–moment correlation coefficient and structural equation modeling (SEM) were used to analyze the data. Results revealed that there was a strong positive relationship between teacher immediacy and teacher–student rapport and learners’ willingness to communicate. The findings also demonstrated that teachers’ immediacy and teacher–student rapport were positive predictors of learners’ willingness to communicate. The paper argues that teachers need to enhance their interpersonal relations with their students to make them willing to communicate in their classes.
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spelling pubmed-85148602021-10-15 The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport Cai, Manyuan Front Psychol Psychology The teacher–learner relationship is not just a simple action and reaction on both sides of the relationship but a complete exchange that takes shape in the context of the factors that affect it. To understand the factors affecting this relationship, the present study investigated the predictability of Chinese English as a Foreign Language (EFL) students’ willingness to communicate (WTC) through teachers’ immediacy and teacher–student rapport. To conduct the study, 858 EFL students from Xinyang Normal University in Henan province of China were invited to participate in the study. To collect the required data, the researcher employed the Willingness to Communicate Questionnaire, Verbal and Nonverbal Immediacy Questionnaire, and Professor–Student Rapport Scale. Pearson product–moment correlation coefficient and structural equation modeling (SEM) were used to analyze the data. Results revealed that there was a strong positive relationship between teacher immediacy and teacher–student rapport and learners’ willingness to communicate. The findings also demonstrated that teachers’ immediacy and teacher–student rapport were positive predictors of learners’ willingness to communicate. The paper argues that teachers need to enhance their interpersonal relations with their students to make them willing to communicate in their classes. Frontiers Media S.A. 2021-09-30 /pmc/articles/PMC8514860/ /pubmed/34659074 http://dx.doi.org/10.3389/fpsyg.2021.769424 Text en Copyright © 2021 Cai. 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
Cai, Manyuan
The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport
title The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport
title_full The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport
title_fullStr The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport
title_full_unstemmed The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport
title_short The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport
title_sort predictability of chinese english as a foreign language students’ willingness to communicate through teachers’ immediacy and teacher–student rapport
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8514860/
https://www.ncbi.nlm.nih.gov/pubmed/34659074
http://dx.doi.org/10.3389/fpsyg.2021.769424
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