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Review
. 2022 Jul 1:13:945046.
doi: 10.3389/fpsyg.2022.945046. eCollection 2022.

A Theoretical Review on the Role of English as a Foreign Language Teachers' Self-Disclosure in Shaping Classroom Climate and Immediacy

Jing Qin  1
Affiliations
Review

A Theoretical Review on the Role of English as a Foreign Language Teachers' Self-Disclosure in Shaping Classroom Climate and Immediacy

Jing Qin. Front Psychol. .

Abstract

Teachers' interpersonal communication skills and strategies have been widely considered effective pedagogical tools in academia. Despite the growing research in this area, unraveling the power of English as a foreign language (EFL) teachers' self-disclosure in shaping classroom climate and immediacy has been relatively left intact. To fill the gap and provide new insights into this strand of research, the present article was an effort to present a theoretical analysis of the interplay of self-disclosure, classroom climate, and immediacy. In so doing, the definitions, conceptualizations, dimensions, underlying theories, and empirical evidence in support of the interaction among these three constructs were presented. Moreover, practical implications for EFL teachers, teacher trainers, and L2 scholars were provided to raise their awareness of interpersonal communication skills and their outcomes in academia. Finally, the study provided some suggestions for further research in this line of inquiry.

Keywords: EFL teacher; classroom climate; immediacy; interpersonal communication skills; self-disclosure.

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Conflict of interest statement

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

FIGURE 1
FIGURE 1
The dimensions of self-disclosure.
FIGURE 2
FIGURE 2
The hierarchy of needs theory (Maslow, 1962).
See this image and copyright information in PMC

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