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The Relationship among Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy-A Pilot Study

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Borkowska A.

Theory and Practice of Second Language Acquisition

2022

vol. 8

issue 2

1-25

The article aims to scrutinize third agers’ in-class willingness to communicate (WTC) in English as well as to determine the relationship among WTC, intrinsic motivation, classroom environment, and teacher immediacy. The instrument adapted to this study was a questionnaire comprising biodata items, the in-class WTC tool (Peng & Woodrow, 2010), intrinsic motivation (Noels, Clément, & Pelletier, 2001), classroom environment (Fraser, Fisher, & McRobbie, 1996), and the teacher immediacy scale (Zhang & Oetzel, 2006). The data revealed that senior learners’ WTC was higher in meaning-focused than in form-focused activities. This finding indicates that the participants paid due attention to communicative interactions in English. Also, they were more eager to be actively involved in dyadic exercises as it might have given them a sense of security and confidence. It is noteworthy that intrinsic motivation turned out to be the strongest predictor of in-class WTC. The analysis showed that communication in English abroad and in-class was of paramount relevance for the informants. The older adults also underscored the fundamental role of the language instructor. In this respect, the students attached great importance to a non-threatening atmosphere, and the teacher’s personality traits, namely patience, professionalism, and empathy.

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

88%

Derakhshan A., Eslami Z. R., Curle S., Zhaleh K.

Studies in Second Language Learning and Teaching

2022

vol. 12

issue 1

87-115

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.

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1 Studies in Second Language Learning and Teaching

1 Theory and Practice of Second Language Acquisition

1 Borkowska A.

1 Curle S.

1 Derakhshan A.

1 Eslami Z. R.

1 Zhaleh K.

2 2022

Search results

The Relationship among Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy-A Pilot Study

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