Teachers’ immediacy, self-disclosure, and technology policy as predictors of willingness to communicate: A structural equational modeling analysis

Abstract

This study investigated the effects of teachers’ immediacy, self-disclosure, and technology policy on developing students’ willingness to communicate (WTC) in an Iranian EFL classroom context. The sample included 220 EFL learners in a private language institute in Isfahan, Iran. Four questionnaires were administered to assess the participants’ WTC as well as their teacher’s immediacy, self-disclosure, and technology policy. The collected data were then analyzed through structural equation modeling (SEM). The results of SEM showed that teacher immediacy, self-disclosure, and technology policy positively predict students’ WTC. This study has some pedagogical implications for teaching English to EFL learners.