Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout

• Authors: Ali Derakhshan , Zohreh R. Eslami , Samantha Curle , Kiyana Zhaleh

Abstracts

EN

To expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students’ experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the Immediacy Behavior Scale, the Student Stroke Scale, and the Maslach Burnout Inventory-Student Survey. The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout.

Keywords

EN

English as a foreign language; positive interpersonal communication; student burnout; teacher immediacy; teacher stroke

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Studies in Second Language Learning and Teaching
• Year: 2022
• Volume: 12
• Issue: 1
• Pages: 87-115

Dates

published

2022

Contributors

author

Ali Derakhshan

• Golestan University, Gorgan, Iran

• https://orcid.org/0000000266399339

author

Zohreh R. Eslami

• Texas A&M University, College Station, USA

• https://orcid.org/0000000329695056

author

Samantha Curle

• The University of Bath, UK

• https://orcid.org/0000000337908656

author

Kiyana Zhaleh

• Allameh Tabataba’i University, Tehran, Iran

• https://orcid.org/0000000209185246

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Identifiers

DOI

10.14746/ssllt.2022.12.1.5

Biblioteka Nauki

2051510