English (United Kingdom)

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This study, conducted in two quantitative and qualitative phases, was designed to investigate the possible impact of teacher’s self-disclosure on students’ attitude towards English language learning. The participants were 48 female EFL learners of intermediate level who were randomly assigned to experimental (23) and control (25) groups. In the quantitative phase, to check the effect of teacher’s self-disclosure on students’ attitude, the questionnaire of Attitudes towards English Language was administered in both groups as a pre-test at the beginning and a post-test at the end of the term. During the term, the experimental group received teacher’s self-disclosure as treatment. The data were analyzed by means of Independent sample-t-test and matched pair t-test. The results showed significant differences between groups. For the qualitative phase, the experimental group received the questionnaire of the Approval of teacher’s self-disclosure. Subjects’ responses to the questionnaire and the analysis of teacher’s observations confirmed the results of the first phase.

The Impact of Teacher’s Self-disclosure on Students’ Attitude towards Language Learning in a Foreign Language Context