‘An Investigation of Intermediate EAP Students’ and Teachers’ Attitude towards Teacher Self-disclosure’ – Mohammad Ali Ayatollahi & Lida Moradizadeh Kermani

Abstract

Much research has been carried out on teacher self disclosure in the field of education in general and applied linguistics in particular. In spite of thorough research, popularity, and benefits, there are some gaps in the research of this area. To fill the gap, this study was set out to investigate the effects of teacher self disclosure on EAP students’ attitude toward self disclosures in language classes. Moreover, the present study attempted to if teacher self disclosure changes and approximates students’ attitude toward teachers’ attitude or not. The researcher recruited 60 students and 25 teachers to participate in the present study. The student participants were divided into two groups _control and experimental group_ and the treatment was mild doses of teacher self disclosure. Through using a quasi-experimental design, the researcher gathered the data through administering a questionnaire. The gathered data from pretest and post test questionnaire, using t-test procedure, were compared to find answers for this study’s research questions. The results indicated that there is a significant difference between teachers and students in terms of their attitude toward teacher self disclosure. Moreover, the results revealed that teachers self disclosure significantly affects students’ attitudes. However, further analysis of the data showed that even after students received treatment, there was yet a significant difference between teachers and students in terms of their attitude toward teacher self disclosure. The findings have implications for EFL teachers and course designers.

Index Terms: Teacher self disclosure, attitude toward learning, EAP.

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