The Effects of Instructor Clarity and Non-Verbal Immediacy on Chinese and Iranian EFL Students' Affective Learning: The Mediating Role of Instructor Understanding

Autor/inn/en	Derakhshan, Ali; Zhang, Lawrence Jun; Zhaleh, Kiyana
Titel	The Effects of Instructor Clarity and Non-Verbal Immediacy on Chinese and Iranian EFL Students' Affective Learning: The Mediating Role of Instructor Understanding
Quelle	In: Studies in Second Language Learning and Teaching, 13 (2023) 1, S.71-100 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Derakhshan, Ali) ORCID (Zhang, Lawrence Jun) ORCID (Zhaleh, Kiyana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Language Teachers; English (Second Language); Second Language Instruction; Foreign Countries; Predictor Variables; Correlation; Affective Behavior; Emotional Response; Teacher Characteristics; Interpersonal Communication; Student Attitudes; Teacher Behavior; Course Content; Communication Skills; Teaching Methods; Verbal Communication; Nonverbal Communication; Cultural Awareness; China; Iran + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Prädiktor; Korrelation; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Interpersonale Kommunikation; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Kursprogramm; Kommunikationsstil; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Cultural identity; Kulturelle Identität
Abstract	Drawing on the rhetorical/relational goal theory, this study examined the role of instructor clarity and non-verbal immediacy in affective learning through the mediation of instructor understanding. Data were gathered through close-ended questionnaires from 756 Chinese and 715 Iranian English as a foreign language (EFL) students, the factor structure and cross-cultural validity of which were supported via confirmatory factor analysis and testing measurement invariance, respectively. Path analysis results indicated that clarity and non-verbal immediacy positively predicted instructor understanding and affective learning; instructor understanding positively predicted affective learning; and understanding was a significant positive mediator in the relationship of non-verbal immediacy and clarity with affective learning. Except for the positive association of non-verbal immediacy with understanding which was significantly higher for the Iranian group, no significant difference was found between the Chinese and Iranian groups in all other associations, providing empirical support for the role of EFL teachers' positive interpersonal communication behaviors in EFL students' affective learning, irrespective of the cultural context. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01