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Participants included 28 teachers and 108 intermediate English learners from three institutions. 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More often than not, a healthy learning environment is created by the relationship between the teacher and students (Frymier & Houser, 2000) . This study aimed to determine whether there are any variations between male and female students' motivation regarding the teachers' self-disclosure and to investigate the relationship between teachers' self-disclosure and EFL students' motivation for class participation. In order to accomplish these goals, 28 teachers and 108 intermediate English learners from three institutions—Andishe Sabz Ehsan Institution, Arad Institution, and Maqreb Zamin Institution—who were both male and female students were chosen to take part in the study. Data was then gathered using the teachers' self-disclosure questionnaire and the students' motivation questionnaire. The study's findings suggested a strong correlation between teachers' self-disclosure and EFL students' motivation to participate in class; however, there was no difference in motivation between male and female students concerning teachers' self-disclosure. The findings of this study suggest that TSD can be used as a teaching and career development tool by EFL instructors at schools, universities, and other English language institutions to enhance learning and motivate students to learn English most effectively.  \nKeywords: Teachers’ self-disclosure, EFL, Students’ Motivation, Class Participation  \nINTRODUCTION  \nLanguage acquisition is a social activity that involves communication with others (Byrnes, 2013). Communication between students, professors, and friends during class impacts students'cognitive and emotional development (Warg & Dishior, 2012) . In order to inspire students while they are studying, teachers' communication with them is a crucial component of the educational process (Punyanunt-Carter, 2006; Richmond, 1990) . Teachers anticipate their  \nCorresponding Author: Elham Zarfsaz, IAU of Urmia, Department of Foreign Languages, Iran [elham.zarfsaz@iau.ac.ir](elham.zarfsaz@iau.ac.ir)  \nstudents speaking the second language throughout class activities. Evidence suggests that teachers' communication affects students' involvement (Martin et al., 2002; Skinner & Belmont, 1993), so examining teachers' methods and communication styles to raise student engagement is critical. Self-disclosure is one of these methods. Numerous empirical research shows that teachers' self-disclosure (TSD) has a favorable impact on learning in the classroom. Teachers' self-disclosure, which is defined as the act of disclosing personal information to students in the classroom to explain the course material, supports a variety of student motivational strategies, including the effect on the teacher and course (Sorensen, 1989), the growth of favorable attitudes toward learning English, and the creation of a calm environment (Farani & Fatemi, 2014) . One of education's most crucial psychological ideas is undoubtedly motivation, which contains energies and can influence behavior toward a goal (Eggen & Kauchak, 1994) . It is a motivation from within and is necessary for effective performance. Combs, Luthans, Griggith, 2009; Glynn, Aultman, & Owens, 2005; Keller, 2008; Lee, 2010 see motivation as an internal psychological process that encourages students to regard learning as a valuable and taking action while achieving learning goals (Ames & Archer, 1988; Glynn et al., 2005; Killer, 2008; Ryan & Deci, 2000) . Motivation is described as the \"internal processes that give behavior its energy and direction\" by Reeve (2016,","cbCaidJ4TtRGLjNr","https://ap.wps.com/l/cbCaidJ4TtRGLjNr","pdf",270995,"English","# Abstract\n# Introduction\n## Teacher communication and learning environment\n## Self-disclosure and motivation concepts","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To determine whether male and female students differ in motivation related to teachers’ self-disclosure and to investigate the relationship between teachers’ self-disclosure and EFL students’ motivation for class participation.\"},{\"question\":\"How were participants selected and data collected?\",\"answer\":\"The study involved 28 teachers and 108 intermediate English learners from three institutions. Data were gathered using teachers’ self-disclosure questionnaire and students’ motivation questionnaire.\"},{\"question\":\"What did the findings show about teacher self-disclosure and student motivation?\",\"answer\":\"The results indicated a strong correlation between teachers’ self-disclosure and EFL students’ motivation to participate in class.\"},{\"question\":\"Did the study find gender differences in motivation?\",\"answer\":\"No. There was no difference in motivation between male and female students concerning teachers’ self-disclosure.\"}]","The Relationship between Teachers’ Self-Disclosure and EFL Students’ Motivation for Class Participation - Abstract - Research Study | PDF",1792066821,25]