Interpersonal projection as EFL teachers' discourse strategy to enhance students’ willingness to communicate: A systemic-functional perspective

System ◽  
2021 ◽  
pp. 102687
Author(s):  
Xueyan Yang ◽  
Shunli Yin
Keyword(s):  
Willingness To Communicate ◽  
Functional Perspective ◽  
Efl Teachers ◽  
Discourse Strategy

scholarly journals The Role of EFL Teachers' Self-Disclosure as Predictors of Student's Willingness to Communicate and Their Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Xingpei Liu ◽  
Linhan Zhu
Keyword(s):  
Interpersonal Relationship ◽  
Willingness To Communicate ◽  
Self Disclosure ◽  
Efl Teachers ◽  
Role Of Teachers ◽  
Definition Of

This study aims to delve into the role of teachers' self-disclosure on developing students' willingness to communicate (WTC) and students' engagement. First of all, a definition of willingness to communicate is proposed, then the concept of teachers' disclosure is explained. Moreover, the definition of engagement and its facilitators are mentioned. The interpersonal relationship between students and teachers with regard to some examples is discussed then. Finally, the significant effect of what has been disclosed by the teachers in both students' willingness to communicate and engagement is discussed. Some limitations in this line of study and pedagogical implications are proposed for avid researchers.

scholarly journals Exploring EFL Teachers’ Socioaffective and Pedagogic Strategies and Students’ Willingness to Communicate with a Focus on Iranian Culture

2019 ◽  
Vol 2019 ◽  
pp. 1-11
Author(s):  
Nahid Zarei ◽  
Mahnaz Saeidi ◽  
Saeideh Ahangari
Keyword(s):  
Foreign Language ◽  
Social Factors ◽  
Cultural Context ◽  
Focus Group Interview ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Teachers Perspectives

One of the most important factors related to learners’ willingness to communicate (WTC) is teachers’ use of socioaffective and pedagogic strategies, which are tightly related to cultural context of education. The present qualitative study, using focus group interview, investigated 19 EFL (English as a foreign language) teachers’ perspectives about their socioaffective and pedagogic strategy use in intermediate classes, with a focus on Iranian culture, as an effort to understand to what extent these strategies are facilitating or debilitating of students’ WTC. Using Creswell’s six steps of inductive analysis, two main themes of facilitating and hindering factors emerged. The findings are suggestive in terms of contribution of several cultural and social factors related to the interaction between EFL teachers and students and its relation to WTC. It also discusses the implications of the study for EFL teachers.

scholarly journals STRUCTURAL EQUATION MODEL OF TEACHERS' MINDSETS, SELF-EFFICACY, AND EMOTIONAL EXPERIENCES AND IRANIAN EFL LEARNERS' WILLINGNESS TO COMMUNICATE AND L2 MOTIVATIONAL SELF SYSTEM

2021 ◽  
Vol 9 (4) ◽  
pp. 356
Author(s):  
Zahra Amirian ◽  
Mitra Shayanfar ◽  
Mohsen Rezazadeh
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Implicit Theories ◽  
Willingness To Communicate ◽  
Mediating Effect ◽  
Emotional Experiences ◽  
Efl Learners ◽  
L2 Motivational Self System ◽  
Efl Teachers ◽  
Self System

This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L2 motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L2MSS. 

scholarly journals EFL Teachers’ Behavior: Effects on Iranian Intermediate EFL Learners’ Willingness to Communicate in English

2021 ◽  
Vol 6 (3) ◽  
pp. 41-59
Author(s):  
Batoul Sabzalipour ◽  
Sajad Shafiee ◽  
Afagh Ashtari ◽  
◽  
◽  
...  
Keyword(s):  
Willingness To Communicate ◽  
Efl Learners ◽  
Efl Teachers

Engaged Study of the Qur'an: Gauging its Effect on the Life of the Individual and of Society

2003 ◽  
Vol 5 (2) ◽  
pp. 202-207
Author(s):  
Ruqayya Ṭā Hā Jābir al-cUlwānī
Keyword(s):  
Social Conflict ◽  
Well Being ◽  
Arabic Language ◽  
Modern World ◽  
Educational Systems ◽  
Functional Perspective ◽  
Number Of Factors ◽  
Social Advancement ◽  
Freedom Of Thought ◽  
The Individual

An engaged and perceptive contemplation of the Qur'an forms one of the most important bases for the cultural and social advancement of Muslims in all walks of life, and the absence of such study is one of the reasons behind the general cultural attenuation in the modern world. Reflection is one of the means of the construction and formation of a civilised society. The applied faculty of intellect creates an environment which allows reflective and considered thought to be developed from a functional perspective for the general well-being of society. Meanwhile the effective neglect of such study leads to the proliferation of superstition, dissent and social conflict. Indeed it can even be argued that it diminishes the significance of the laws and conventions which serve as the backbone of society. This paper reveals a number of factors which can impede the achievement of such an engaged study of the text: thus, for instance, thoughtless obedience to societal conventions; shortcomings in educational systems and syllabi; and a failure to encompass the significance of the Arabic language. Furthermore this paper presents several effective suggestions for nurturing students' potential, encouraging an environment which allows freedom of thought, and its refinement.

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