‘The Impact of Teacher Self-disclosure on Iranian EFL Learners’ Language Proficiency’ by AMIR REZA NEMATTABRIZI & MAHNAZ POUYAN


The present study was an attempt to investigate the effect of Iranian English teachers’ self-disclosure in their classroom practices on students’ general language proficiency. To do so, following a test of language proficiency (TOEFL PBT), 52 Iranian EFL learners at the advanced level were randomly divided into two control and experimental groups. The experimental group received practices followed by teacher’s self-disclosure, while the control group did not follow this procedure. Following the treatment which lasted 25 sessions, both groups were subjected to another version of the TOEFL test as the post-test of the study to identify any improvements in their performance. The results revealed that teacher self-disclosure can positively influence students’ language proficiency.

Key words: Teacher self- disclosure, language proficiency, TOEFL, Iranian EFL Learners

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