The Effects of Instructor Clarity and Non-Verbal Immediacy on Chinese and Iranian EFL Students' Affective Learning: The Mediating Role of Instructor Understanding

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  • Author(s): Derakhshan, Ali (ORCID Derakhshan, Ali (ORCID 0000-0002-6639-9339); Zhang, Lawrence Jun (ORCID Zhang, Lawrence Jun (ORCID 0000-0003-1025-1746); Zhaleh, Kiyana (ORCID Zhaleh, Kiyana (ORCID 0000-0002-0918-5246)
  • Language:
    English
  • Source:
    Studies in Second Language Learning and Teaching. 2023 13(1):71-100.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: [email protected]; Web site: http://pressto.amu.edu.pl/index.php/ssllt
    • Peer Reviewed:
      Y
    • Source:
      30
    • Subject Terms:
      Language Teachers; English (Second Language); Second Language Instruction; Foreign Countries; Predictor Variables; Correlation; Affective Behavior; Emotional Response; Teacher Characteristics; Interpersonal Communication; Student Attitudes; Teacher Behavior; Course Content; Communication Skills; Teaching Methods; Verbal Communication; Nonverbal Communication; Cultural Awareness
    • Subject Terms:
      China; Iran
    • ISSN:
      2083-5205
      2084-1965
    • Abstract:
      Drawing on the rhetorical/relational goal theory, this study examined the role of instructor clarity and non-verbal immediacy in affective learning through the mediation of instructor understanding. Data were gathered through close-ended questionnaires from 756 Chinese and 715 Iranian English as a foreign language (EFL) students, the factor structure and cross-cultural validity of which were supported via confirmatory factor analysis and testing measurement invariance, respectively. Path analysis results indicated that clarity and non-verbal immediacy positively predicted instructor understanding and affective learning; instructor understanding positively predicted affective learning; and understanding was a significant positive mediator in the relationship of non-verbal immediacy and clarity with affective learning. Except for the positive association of non-verbal immediacy with understanding which was significantly higher for the Iranian group, no significant difference was found between the Chinese and Iranian groups in all other associations, providing empirical support for the role of EFL teachers' positive interpersonal communication behaviors in EFL students' affective learning, irrespective of the cultural context.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1388544