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001451371 001__ 1451371
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001451371 019__ $$a1351343955
001451371 020__ $$a9783031165283$$q(electronic bk.)
001451371 020__ $$a3031165284$$q(electronic bk.)
001451371 020__ $$z9783031165276
001451371 020__ $$z3031165276
001451371 0247_ $$a10.1007/978-3-031-16528-3$$2doi
001451371 035__ $$aSP(OCoLC)1351199905
001451371 040__ $$aEBLCP$$beng$$cEBLCP$$dGW5XE$$dYDX$$dSFB$$dOCLCF$$dUKAHL$$dOCLCQ
001451371 049__ $$aISEA
001451371 050_4 $$aP51
001451371 08204 $$a418.0071$$223/eng/20221129
001451371 1001_ $$aDerakhshan, Ali.
001451371 24514 $$aThe 5Cs positive teacher interpersonal behaviors :$$bimplications for learner empowerment and learning in an L2 context /$$cAli Derakhshan.
001451371 260__ $$aCham :$$bSpringer,$$c2022.
001451371 300__ $$a1 online resource (141 p.).
001451371 4901_ $$aSecond language learning and teaching
001451371 504__ $$aIncludes bibliographical references.
001451371 5050_ $$aIntro -- Preface -- Contents -- 1 Overview of the Underlying Frameworks -- 1.1 Introduction -- 1.2 Positive Psychology in L2 Education -- 1.3 Rhetorical/Relational Goal Theory -- 1.4 Teacher Interpersonal Behaviors -- 1.5 Positive Interpersonal Relationships in L2 Classes -- 1.6 Conclusion -- 2 Review of the Concepts: Theoretical and Empirical Backgrounds -- 2.1 Introduction -- 2.2 Care -- 2.3 Clarity -- 2.4 Closeness -- 2.5 Confirmation -- 2.6 Credibility -- 2.7 Learner Empowerment -- 2.8 Affective, Behavioral, and Cognitive Learning -- 2.9 Conclusion -- 3 Design of the Study
001451371 5058_ $$a3.1 Introduction -- 3.2 Aims and Research Questions -- 3.3 Design -- 3.4 Setting -- 3.5 Participants -- 3.6 Data Collection Instruments -- 3.7 Data Collection Procedures -- 3.8 Data Analysis -- 3.9 Conclusion -- 4 Results -- 4.1 Introduction -- 4.2 Quantitative Results -- 4.2.1 Validating the Scales -- 4.2.2 Reliability of the Scales -- 4.2.3 The Kolmogorov-Smirnov Test -- 4.2.4 Descriptive Statistics -- 4.2.5 Inferential Statistics -- 4.3 Qualitative Results -- 4.3.1 Factors Contributing to L2 Students' Empowerment -- 4.3.2 Factors Contributing to L2 Students' Learning -- 4.4 Conclusion
001451371 5058_ $$a5 Discussion -- 5.1 Introduction -- 5.2 RQ1: To What Extent Do "5C" Teacher Interpersonal Behaviors Predict Iranian EFL Students' Empowerment? -- 5.3 RQ2: To What Extent Do "5C" Teacher Interpersonal Behaviors Predict Iranian EFLL Students' Affective, Behavioral, and Cognitive Learning? -- 5.4 RQ3: To What Extent Does Learner Empowerment Predict Iranian EFL Students' Cognitive, Affective, and Behavioral Learning? -- 5.5 RQ4: To What Extent Does Learner Empowerment Mediate the Effects of "5C" Teacher Interpersonal Behaviors on Iranian EFL Students' Affective, Behavioral, and Cognitive Learning?
001451371 5058_ $$a5.6 RQ5: What Factors Contribute to Iranian EFL Students' Empowerment? -- 5.7 RQ6: What Factors Contribute to Iranian EFL Students' Learning? -- 5.8 Conclusion -- 6 Conclusions, Limitations, Pedagogical Implications, and Directions for Future Research -- 6.1 Introduction -- 6.2 Conclusions -- 6.3 Limitations -- 6.4 Implications -- 6.5 Directions for Future Research -- 6.6 Conclusion -- Appendix A Teacher Care Scale (TC-S) -- Appendix B Teacher Clarity Short Inventory -- Appendix C Relational Closeness Scale -- Appendix D Teacher Confirmation Scale -- Appendix E Teacher Credibility Scale
001451371 5058_ $$aAppendix F Learner Empowerment Scale -- Appendix G Students' Affective Learning Scale -- Appendix H Students' Behavioral Learning Scale -- Appendix I Cognitive Learning Scale -- Appendix J The Open-ended Questionnaire -- References
001451371 506__ $$aAccess limited to authorized users.
001451371 520__ $$aThis book argues that, in line with the tenets of positive psychology in SLA and the rhetorical/relational goal theory, positive teacher-student interpersonal relationships are deemed to be of great significance for empowering students to accomplish favorable academic outcomes and to successfully learn a second/foreign language (L2), whether at its affective, behavioral, or cognitive levels. Therefore, understanding the role of teacher interpersonal behaviors and their effect on students' learning gains in the domain of SLA is of utmost importance, particularly as this line of research is at its nascent stage of development, and, as a result, available empirical evidence is still inconclusive. To address this issue, drawing on the mixed methods design, this book mainly aims to, first, empirically scrutinize the role of "5Cs" positive teacher interpersonal variables (i.e., care, clarity, closeness, confirmation, and credibility) in L2 students' affective, behavioral, and cognitive learning outcomes through the mediation of student-perceived learner empowerment in the L2 context of Iran. Second, it is intended to show how L2 teacher educators, teachers, and materials developers, among other key educational stakeholders, can facilitate the provision of interpersonally rich language learning environments with the ultimate goal of enhancing students' L2 learning.
001451371 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed November 29, 2022).
001451371 650_0 $$aLanguage teachers$$xPsychology.
001451371 650_0 $$aPositive psychology.
001451371 655_0 $$aElectronic books.
001451371 77608 $$iPrint version:$$aDerakhshan, Ali$$tThe 5Cs Positive Teacher Interpersonal Behaviors$$dCham : Springer International Publishing AG,c2022$$z9783031165276
001451371 830_0 $$aSecond language learning and teaching.
001451371 852__ $$bebk
001451371 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-16528-3$$zOnline Access$$91397441.1
001451371 909CO $$ooai:library.usi.edu:1451371$$pGLOBAL_SET
001451371 980__ $$aBIB
001451371 980__ $$aEBOOK
001451371 982__ $$aEbook
001451371 983__ $$aOnline
001451371 994__ $$a92$$bISE