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Rahimi, Ali, Askari Bigdeli, Rouhollah. (1394). Iranian EFL Teachers' Perceptions of Teacher Self-disclosure. پژوهش های میوه کاری, 4(1), 83-96. doi: 10.30466/ijltr.2016.20379
Ali Rahimi; Rouhollah Askari Bigdeli. "Iranian EFL Teachers' Perceptions of Teacher Self-disclosure". پژوهش های میوه کاری, 4, 1, 1394, 83-96. doi: 10.30466/ijltr.2016.20379
Rahimi, Ali, Askari Bigdeli, Rouhollah. (1394). 'Iranian EFL Teachers' Perceptions of Teacher Self-disclosure', پژوهش های میوه کاری, 4(1), pp. 83-96. doi: 10.30466/ijltr.2016.20379
Rahimi, Ali, Askari Bigdeli, Rouhollah. Iranian EFL Teachers' Perceptions of Teacher Self-disclosure. پژوهش های میوه کاری, 1394; 4(1): 83-96. doi: 10.30466/ijltr.2016.20379

Iranian EFL Teachers' Perceptions of Teacher Self-disclosure

Iranian Journal of Language Teaching Research
مقاله 7، دوره 4، شماره 1، فروردین 2016، صفحه 83-96    اصل مقاله (1.14 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2016.20379
نویسندگان
Ali Rahimi* 1؛ Rouhollah Askari Bigdeli2
1Bangkok University, Thailand
2Yasouj University, Iran
چکیده
Teacher self-disclosure (TSD) as a communication behavior can influence students' learning by increasing their engagement and class participation as well as helping them establish effective interpersonal relationships. Owning to its context-sensitive and culture-dependent nature, however, TSD topics, purposes, and considerations may vary cross-culturally. This study was an attempt to explore Iranian EFL teachers' perceptions of appropriateness of TSD as well as to investigate whether there was a significant difference between male and female teachers' perceptions of appropriateness of TSD. To this end, the Appropriateness of Teacher Self-Disclosure Scale was distributed among 68 Iranian EFL teachers (34 females and 34 males) from six language institutes. The results of the study indicated the extent to which the Iranian EFL teachers perceived TSD topics, purposes, and considerations to be appropriate or inappropriate. Furthermore, the study found convergence and divergence between male and female teachers' perceptions in terms of the topics used in TSD, the purposes TSD serves in classroom, and considerations the teachers take into account when practicing TSD. The results of the study suggest that Iranian EFL teachers can practice TSD as a pedagogical tool to enhance learning although they should be wary of its consequences in some aspects as TSD is contingent upon context and culture. 
کلیدواژه‌ها
appropriateness of teacher self-disclosure؛ EFL, self-disclosure purposes؛ self-disclosure topics؛ teacher self-disclosure
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