The Impact of Teacher Self-Disclosure on Student Participation in the University English Language Classroom

Autor/inn/en	Jebbour, Mohsine; Mouaid, Fatima
Titel	The Impact of Teacher Self-Disclosure on Student Participation in the University English Language Classroom
Quelle	In: International Journal of Teaching and Learning in Higher Education, 31 (2019) 3, S.424-436 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Foreign Countries; Self Disclosure (Individuals); English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Learning Processes; Correlation; Teacher Student Relationship; Student Participation; Course Content; Undergraduate Students; Student Motivation; College Faculty; Language Teachers; Humor; Morocco + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kursprogramm; Schulische Motivation; Fakultät; Language teacher; Sprachunterricht; Humoristische Darstellung; Marokko
Abstract	Previous studies have implemented a quantitative method to explore the relationship between teacher self-disclosure and student participation in the educational context, particularly in communication courses. In this study, a qualitative method in data collection and analysis is used to fill this methodological gap to observe whether teachers' use of self-disclosures to explain the course content encourages student participation during the teaching-learning process in the university English language classroom in Morocco. Four teachers of English agreed to support this study by planning to include relevant self-disclosures in class. The research method for data collection is direct observations of undergraduate students in six English language courses in the department of English studies. Based on the results, this study suggests that teachers' use of self-disclosures to explain the course material served as an effective instructional practice, without using questioning techniques or cold-calling, to motivate the learners to self-select turns to interact with their teacher and reciprocate their personal information while engaging in occasional laughter. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01