EFL Teachers' Credibility, Nonverbal Immediacy, and Perceived Success: Astructural Equation Modelling Approach

Autor/inn/en	Nayernia, Akram; Taghizadeh, Mohammadsadegh; Farsani, Mohammad Amini
Titel	EFL Teachers' Credibility, Nonverbal Immediacy, and Perceived Success: Astructural Equation Modelling Approach
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1774099 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nayernia, Akram) ORCID (Taghizadeh, Mohammadsadegh) ORCID (Farsani, Mohammad Amini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1774099
Schlagwörter	Foreign Countries; Language Teachers; Second Language Instruction; English (Second Language); Teacher Effectiveness; Credibility; Nonverbal Communication; Teacher Student Relationship; College Students; Language Proficiency; Teacher Characteristics; Predictor Variables; Teacher Attitudes; College Faculty; Iran + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Glaubwürdigkeit; Non-verbal communication; Nonverbale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Language skill; Language skills; Sprachkompetenz; Prädiktor; Lehrerverhalten; Fakultät
Abstract	Since the role of teacher success is highly important in the adequacy of teaching and learning, the present study intended to examine the role of two factors, namely language teachers' credibility and nonverbal immediacy, with respect to their success across intermediate and proficient levels. To this end, 135 EFL students of Golestan University voluntarily participated in this study. First, an Oxford Quick Placement Test (QPT) was administered to identify the differences in participants' language proficiency level. Then, three questionnaires, namely the Nonverbal Immediacy Scale (NIS), the Source Credibility Scale (SCS), and the Characteristics of Successful Teachers Questionnaire (CSTQ), were distributed among the respondents. Using Cronbach's alpha and correlational analyses, first, the reliability of the questionnaires and the associations among NIS, SCS, and CSTQ were examined. The results of Pearson correlations reveal that there are significant positive correlations among all three scales. These findings were also confirmed by Structural Equation Modeling (SEM) results; teacher perceived success is predicted positively and significantly by both credibility and nonverbal immediacy. Findings of the present study suggest that teachers' credibility and nonverbal immediacy are highly beneficial to their perceived success. This study also outlined which elements of teachers' credibility could be more useful for their success. The implications are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01