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A Theoretical Review on the Role of English as a Foreign Language Teachers’ Self-Disclosure in Shaping Classroom Climate and Immediacy

Teachers’ interpersonal communication skills and strategies have been widely considered effective pedagogical tools in academia. Despite the growing research in this area, unraveling the power of English as a foreign language (EFL) teachers’ self-disclosure in shaping classroom climate and immediacy...

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Autor principal: Qin, Jing
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9284208/
https://www.ncbi.nlm.nih.gov/pubmed/35846641
http://dx.doi.org/10.3389/fpsyg.2022.945046
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author Qin, Jing
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description Teachers’ interpersonal communication skills and strategies have been widely considered effective pedagogical tools in academia. Despite the growing research in this area, unraveling the power of English as a foreign language (EFL) teachers’ self-disclosure in shaping classroom climate and immediacy has been relatively left intact. To fill the gap and provide new insights into this strand of research, the present article was an effort to present a theoretical analysis of the interplay of self-disclosure, classroom climate, and immediacy. In so doing, the definitions, conceptualizations, dimensions, underlying theories, and empirical evidence in support of the interaction among these three constructs were presented. Moreover, practical implications for EFL teachers, teacher trainers, and L2 scholars were provided to raise their awareness of interpersonal communication skills and their outcomes in academia. Finally, the study provided some suggestions for further research in this line of inquiry.
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spelling pubmed-92842082022-07-16 A Theoretical Review on the Role of English as a Foreign Language Teachers’ Self-Disclosure in Shaping Classroom Climate and Immediacy Qin, Jing Front Psychol Psychology Teachers’ interpersonal communication skills and strategies have been widely considered effective pedagogical tools in academia. Despite the growing research in this area, unraveling the power of English as a foreign language (EFL) teachers’ self-disclosure in shaping classroom climate and immediacy has been relatively left intact. To fill the gap and provide new insights into this strand of research, the present article was an effort to present a theoretical analysis of the interplay of self-disclosure, classroom climate, and immediacy. In so doing, the definitions, conceptualizations, dimensions, underlying theories, and empirical evidence in support of the interaction among these three constructs were presented. Moreover, practical implications for EFL teachers, teacher trainers, and L2 scholars were provided to raise their awareness of interpersonal communication skills and their outcomes in academia. Finally, the study provided some suggestions for further research in this line of inquiry. Frontiers Media S.A. 2022-07-01 /pmc/articles/PMC9284208/ /pubmed/35846641 http://dx.doi.org/10.3389/fpsyg.2022.945046 Text en Copyright © 2022 Qin. 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
Qin, Jing
A Theoretical Review on the Role of English as a Foreign Language Teachers’ Self-Disclosure in Shaping Classroom Climate and Immediacy
title A Theoretical Review on the Role of English as a Foreign Language Teachers’ Self-Disclosure in Shaping Classroom Climate and Immediacy
title_full A Theoretical Review on the Role of English as a Foreign Language Teachers’ Self-Disclosure in Shaping Classroom Climate and Immediacy
title_fullStr A Theoretical Review on the Role of English as a Foreign Language Teachers’ Self-Disclosure in Shaping Classroom Climate and Immediacy
title_full_unstemmed A Theoretical Review on the Role of English as a Foreign Language Teachers’ Self-Disclosure in Shaping Classroom Climate and Immediacy
title_short A Theoretical Review on the Role of English as a Foreign Language Teachers’ Self-Disclosure in Shaping Classroom Climate and Immediacy
title_sort theoretical review on the role of english as a foreign language teachers’ self-disclosure in shaping classroom climate and immediacy
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9284208/
https://www.ncbi.nlm.nih.gov/pubmed/35846641
http://dx.doi.org/10.3389/fpsyg.2022.945046
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