ESL Undergraduates' Perceptions of Teacher Self-Disclosure in a Malaysian Writing Classroom

Autor/inn/en	Pakirnathan, Paul GnanaSelvam; Suppiah, S. Maartandan; Kepol, Napisah
Titel	ESL Undergraduates' Perceptions of Teacher Self-Disclosure in a Malaysian Writing Classroom
Quelle	In: Malaysian Online Journal of Educational Sciences, 9 (2021) 3, S.47-62 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-3024
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Instructional Effectiveness; Teaching Methods; Language Teachers; Undergraduate Students; Student Attitudes; Classroom Environment; Teacher Student Relationship; Self Disclosure (Individuals); Writing Instruction; Writing Strategies; Learning Strategies; Academic Language; Private Colleges; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Schülerverhalten; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibunterricht; Schreibtechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Privathochschule; Ausland
Abstract	Past studies have indicated that teachers' self-disclosure has a direct influence on students' learning. It has impacted students' motivation, participation, interest, affect for teacher and course, solidarity, affinity seeking behaviours and out-of-classroom communication. However, little is understood about how this phenomenon affects teaching and learning across different cultural contexts and ESL environments. This study attempted to investigate ESL teachers' self-disclosures in a Malaysian writing classroom. Fifty second-year undergraduates enrolled in an academic writing course and the respective teacher were interviewed using semi-structured interview protocols. The thematic analysis indicated that seven themes, learning strategy, writing strategies, content generating strategies, affective learning, teacher-student communication, classroom climate and appropriateness were important factors that influenced teachers' self-disclosures in the ESL writing classroom. The results from this study demonstrate that ESL students' perceptions towards teachers' self-disclosure have important implications for affective, instructional and learning strategies. This study concludes that teachers' self-disclosure has potential use as a pedagogical tool that could enhance the teaching and learning of ESL writing. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: https://mojes.um.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01