The 5Cs Positive Teacher Interpersonal Behaviors: Implications for Learner Empowerment and Learning in an L2 Context

This book explores the role of positive teacher-student interpersonal relationships in empowering students to achieve favorable academic outcomes and learn a second/foreign language (L2). It examines the impact of "5Cs" positive teacher interpersonal variables on students' affective, behavioral, and cognitive learning outcomes through the mediation of student-perceived learner empowerment in the L2 context of Iran. It also provides insights for L2 teacher educators, teachers, and materials developers to create interpersonally rich language learning environments to enhance students' L2 learning.

Format: Hardback
Length: 141 pages
Publication date: 17 November 2022
Publisher: Springer International Publishing AG

This book makes a compelling case that positive teacher-student interpersonal relationships hold immense importance in empowering students to achieve favorable academic outcomes and successfully acquire a second/foreign language (L2), regardless of the level of learning, whether it be affective, behavioral, or cognitive. According to the principles of positive psychology in SLA and the rhetorical/relational goal theory, these relationships are considered crucial for fostering student empowerment and facilitating their language learning journey. Therefore, understanding the role of teacher interpersonal behaviors and their impact on students' learning gains in the domain of SLA is of paramount significance, especially given that this line of research is in its early stages of development, and the available empirical evidence is still inconclusive.

To address this challenge, this book adopts a mixed-methods design, with the primary objective of empirically examining the role of "5Cs" positive teacher interpersonal variables (i.e., care, clarity, closeness, confirmation, and credibility) in influencing L2 students' affective, behavioral, and cognitive learning outcomes through the mediation of student-perceived learner empowerment in the L2 context of Iran. Furthermore, it aims to showcase how L2 teacher educators, teachers, and materials developers, among other key educational stakeholders, can actively facilitate the creation of interpersonally rich language learning environments, ultimately enhancing students' L2 learning experiences.

In the first chapter, the book provides a comprehensive review of the literature on positive teacher-student interpersonal relationships and their impact on language learning. It highlights the significance of these relationships in empowering students, promoting their motivation, and enhancing their learning outcomes. It also discusses the theoretical frameworks and models that underpin the study of teacher-student interactions, including the tenets of positive psychology in SLA and the rhetorical/relational goal theory.

The second chapter delves into the empirical investigation of the role of "5Cs" positive teacher interpersonal variables in L2 students' learning outcomes. It employs a mixed-methods approach, combining quantitative and qualitative methods to collect data from a sample of L2 students in Iran. The quantitative data includes surveys and questionnaires administered to students to assess their perceptions of teacher interpersonal behaviors and their impact on their learning outcomes. The qualitative data involves interviews and focus group discussions with students, teachers, and other educational stakeholders to gain deeper insights into the dynamics of teacher-student relationships and their influence on learning.

The third chapter presents the findings of the empirical study. It analyzes the data collected from the surveys and questionnaires, identifying patterns and trends in the relationship between teacher interpersonal behaviors and students' learning outcomes. It also discusses the mediating role of student-perceived learner empowerment in the relationship between teacher interpersonal variables and learning outcomes.

In the fourth chapter, the book discusses the implications of the findings for L2 teacher educators, teachers, and materials developers. It provides practical strategies and recommendations for creating interpersonally rich language learning environments that promote positive teacher-student relationships and enhance students' learning outcomes. It emphasizes the importance of fostering care, clarity, closeness, confirmation, and credibility in teacher-student interactions, as well as promoting student-perceived learner empowerment.

The fifth chapter concludes the book by summarizing the key findings and highlighting the significance of positive teacher-student interpersonal relationships in L2 learning. It emphasizes the need for further research in this area to enhance our understanding of the role of teacher interpersonal behaviors in L2 learning and to develop more effective strategies for promoting student empowerment and learning success.

In conclusion, this book offers valuable insights into the role of positive teacher-student interpersonal relationships in L2 learning. It demonstrates the importance of understanding and promoting these relationships to enhance students' learning outcomes and facilitate their language learning journey. By adopting a mixed-methods design and drawing on empirical evidence from the L2 context of Iran, the book provides practical strategies and recommendations for L2 teacher educators, teachers, and materials developers to create interpersonally rich language learning environments that promote student empowerment and learning success.

Weight: 407g
Dimension: 235 x 155 (mm)
ISBN-13: 9783031165276
Edition number: 1st ed. 2022