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

Preface
Contents
1 Overview of the Underlying Frameworks
	1.1 Introduction
	1.2 Positive Psychology in L2 Education
	1.3 Rhetorical/Relational Goal Theory
	1.4 Teacher Interpersonal Behaviors
	1.5 Positive Interpersonal Relationships in L2 Classes
	1.6 Conclusion
2 Review of the Concepts: Theoretical and Empirical Backgrounds
	2.1 Introduction
	2.2 Care
	2.3 Clarity
	2.4 Closeness
	2.5 Confirmation
	2.6 Credibility
	2.7 Learner Empowerment
	2.8 Affective, Behavioral, and Cognitive Learning
	2.9 Conclusion
3 Design of the Study
	3.1 Introduction
	3.2 Aims and Research Questions
	3.3 Design
	3.4 Setting
	3.5 Participants
	3.6 Data Collection Instruments
	3.7 Data Collection Procedures
	3.8 Data Analysis
	3.9 Conclusion
4 Results
	4.1 Introduction
	4.2 Quantitative Results
		4.2.1 Validating the Scales
		4.2.2 Reliability of the Scales
		4.2.3 The Kolmogorov–Smirnov Test
		4.2.4 Descriptive Statistics
		4.2.5 Inferential Statistics
	4.3 Qualitative Results
		4.3.1 Factors Contributing to L2 Students’ Empowerment
		4.3.2 Factors Contributing to L2 Students’ Learning
	4.4 Conclusion
5 Discussion
	5.1 Introduction
	5.2 RQ1: To What Extent Do “5C” Teacher Interpersonal Behaviors Predict Iranian EFL Students’ Empowerment?
	5.3 RQ2: To What Extent Do “5C” Teacher Interpersonal Behaviors Predict Iranian EFLL Students’ Affective, Behavioral, and Cognitive Learning?
	5.4 RQ3: To What Extent Does Learner Empowerment Predict Iranian EFL Students’ Cognitive, Affective, and Behavioral Learning?
	5.5 RQ4: To What Extent Does Learner Empowerment Mediate the Effects of “5C” Teacher Interpersonal Behaviors on Iranian EFL Students’ Affective, Behavioral, and Cognitive Learning?
	5.6 RQ5: What Factors Contribute to Iranian EFL Students’ Empowerment?
	5.7 RQ6: What Factors Contribute to Iranian EFL Students’ Learning?
	5.8 Conclusion
6 Conclusions, Limitations, Pedagogical Implications, and Directions for Future Research
	6.1 Introduction
	6.2 Conclusions
	6.3 Limitations
	6.4 Implications
	6.5 Directions for Future Research
	6.6 Conclusion
Appendix A Teacher Care Scale (TC-S)
Appendix B Teacher Clarity Short Inventory
Appendix C Relational Closeness Scale
Appendix D Teacher Confirmation Scale
Appendix E Teacher Credibility Scale
Appendix F Learner Empowerment Scale
Appendix G Students’ Affective Learning Scale
Appendix H Students’ Behavioral Learning Scale
Appendix I Cognitive Learning Scale
Appendix J The Open-ended Questionnaire
References