The Johari Window helps conceptualize four kinds of information areas involved in communication: the open area, what you and others know about you; the blind area, what others know about you that you don't know about yourself; the hidden area, what you know but others do not; and the unknown area, what neither you nor others know.
Most people gradually increase the open area as they learn to communicate with others. Describe your feelings and emotions accurately, and avoid making judgments about the other person. It was claimed that willingness to communicate will be enhanced if the learners should risk giving up their safety zone, for instance, they may have difficulty starting a conversation with others, using L2 Zarrinabadi and Pawlak, A model, Figure 1 , was put forward by MacIntyre et al.
There are 6 layers in this pyramid that affect the willingness to communicate. The top three layers are said to be context-specific and have a temporary effect on WTC, while the lower three layers are believed to be very practical and have a long-lasting impact on WTC.
Layer 6 indicates that WTC is affected by learners' characteristics and the relationships between language groups and there can be seen a slow change in both factors MacIntyre, Personality traits such as extraversion impact on WTC. The more extroverted people are, the more willing they are to communicate Fatima et al. Layers 4 and 5 show that WTC is also affected by interpersonal, intrapersonal, social, and contextual factors.
As a brief example, having optimistic attitudes toward both the language and people speaking it are found to heightened WTC Ghonsooly et al. Or about the classroom contexts, the more positive and supportive the relationship between the teachers and students are, the higher WTC would be Cao, Layer 3 of this model comprises the passion to communicate with a specific person and confidence which is raised due to putting in such a situation.
In layer 2, there is only one component willingness to communicate. As a result, there might be fluctuations in using L2 MacIntyre, Students are reluctant to speak a second language unless they are willing to communicate. This term has been defined by Cosby as information that one discloses or reveals about himself.
Self-disclosure aids people in building new bounds and keeping the ones that they have already had Collins and Miller, Learners and teachers sometimes discuss their personal problems in the classroom. Some personal stories and experiences are shared by the teachers in their classes while teaching the subject-matter Nussbaum et al. It has also been proposed by Lannutti and Strauman that self-disclosure varies from context to context, for example, the communication that is shared by teachers through the class is really different from the one which is pleasurable in personal relationships since the latter one needs to be illustrative rather than revealing.
Furthermore, in education, a teacher's self-disclosure is perceived as the sentences that a teacher says about himself which may not be pertinent to the subject that is the focus of the class Sorensen, Teachers' self-disclosure is related to a number of positive learning results Cayanus and Martin, ; Henry and Thorsen, Teachers who talk about their behaviors, share some stories about their personal lives and experiences and also their personal beliefs and values, have been found to increase the students' perception of subject knowledge Wambach and Brothen, , and students' passion about the learning Sorensen, In addition, Teachers' self-disclosures are associated with students' motivation and engagement Cayanus and Martin, Students are more inclined to become engaged in the activities when teachers share their own stories Zhang et al.
How actively learners participate in the activities is called engagement. It is highly unlikely to attain meaningful learning without being engaged. Engagement has been said to be context-based, for example, learners' culture, family, school, peers affect their engagement Hiver et al.
Six items are found to facilitate the engagement. The first facilitator is authenticity, for authenticity to be met in learning contexts, teachers should know their students' needs and interests to choose the tasks that meet the students' requirements.
The second facilitator of engagement is social interaction. Additionally, here the focus is shifted to both competitions and collaboration depending on what works in that specific learning context. The third facilitator is learning support.
The students are highly likely to be engaged in the tasks when they know that they are supported. This support is mostly teacher-based even though it can be given by peers and experts. Support can be seen in the form of obvious, attainable goals, available resources, enough time, and support that are supposed to be shared. Another facilitator is students' interest.
In terms of students' interests, what can be stressed is individual differences. Some students are interested in writing a paragraph, while others are keen on making posters to learn new items. Autonomy is said to be another facilitator which means the learner has control over the learning aspects that he needs.
Last but not least, the level of difficulty of a task or challenge in a task is seen as another facilitator for language learners. If students face the insufficient challenge, they may feel absolutely tired.
As opposed to what has been said, if they encounter too much challenge, it maximizes a lack of confidence or a sense of frustration. All the six factors facilitating the engagement in the classroom are among the interpersonal factors Egbert, Needless to say, engagement is an indispensable part of the process of learning and a multifold phenomenon. It has been categorized into different classifications: Behavioral engagement such as the amount of effort and the voluntary involvement in speaking; emotional engagement such as positive feelings and autonomous approach to learning; cognitive engagement such as non-verbal cues like body language, facial expression, and eye contact; social engagement such as collaborative activities with others Hiver et al.
According to Wang et al. The interpersonal relationship between the teachers and students have been gaining much attention due to the fact that it helps learners to cope with their stress and take risks in the learning process such as starting to communicate in the second language, as well as developing socially and emotionally through practicing a new language, and also acts as a companionship in shared tasks Martin et al.
Teachers play a paramount role in students' academic and non-academic development. It has been revealed by the students that when teachers care for their students, the students can learn more since they feel valued.
When students feel that they are accepted by their teachers, their positive cognitive, emotional, and behavioral engagement are dramatically enhanced Connell and Wellborn, Describe your feelings and emotions accurately, and avoid making judgments about the other person. Use self-disclosure to repair damaged relationships. It is helpful to understand the art of apologizing and the art of forgiveness. A climate of trust serves as a foundation for self-disclosure. In the absence of trust, people usually avoid revealing their thoughts and feelings to others.
Self-disclosure is more likely to take place within an organization when people feel comfortable stepping outside their assigned roles and displaying sensitivity to the feelings of others.
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