Exploring the predictive role of teacher immediacy and ‘stroke’ behaviors in English as a Foreign Language university students’ academic burnout

Ali Derakhshan; Zohreh Eslami; Samantha Curle; Kiyana Zhaleh

doi:10.14746/ssllt.2022.12.1.5

Exploring the predictive role of teacher immediacy and ‘stroke’ behaviors in English as a Foreign Language university students’ academic burnout

Ali Derakhshan, Zohreh Eslami, Samantha Curle, Kiyana Zhaleh

Department of Education

Research output: Contribution to journal › Article › peer-review

40 Citations (SciVal)

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Abstract

To expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students’ experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the Immediacy Behavior Scale, the Student Stroke Scale, and the Maslach Burnout Inventory-Student Survey. The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout.

Original language	English
Pages (from-to)	87-115
Number of pages	29
Journal	Studies in Second Language Learning And teaching
Volume	12
Issue number	1
DOIs	https://doi.org/10.14746/ssllt.2022.12.1.5
Publication status	Published - 21 Mar 2022

Bibliographical note

Funding Information:
This work was supported by Golestan University under Grant Number 981945. The authors wish to thank Golestan University for its support. They are also grateful for the insightful comments suggested by the Editor and the anonymous reviewers.
.

Keywords

English as a foreign language
positive interpersonal communication
student burnout
teacher immediacy
teacher stroke

ASJC Scopus subject areas

Education
Language and Linguistics
Linguistics and Language

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10.14746/ssllt.2022.12.1.5Licence: CC BY

2022_DERAKHSHAN_ESLAMI_CURLE_ZHALEH_Stroke_SSLLTFinal published version, 268 KBLicence: CC BY

https://pressto.amu.edu.pl/index.php/ssllt/article/view/28240Licence: CC BY

Cite this

Exploring the predictive role of teacher immediacy and ‘stroke’ behaviors in English as a Foreign Language university students’ academic burnout. / Derakhshan, Ali; Eslami, Zohreh; Curle, Samantha et al.
In: Studies in Second Language Learning And teaching, Vol. 12, No. 1, 21.03.2022, p. 87-115.

Research output: Contribution to journal › Article › peer-review

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Exploring the predictive role of teacher immediacy and ‘stroke’ behaviors in English as a Foreign Language university students’ academic burnout

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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