A Theoretical Exploration of Teacher Credibility and Immediacy as Influential Factors in Learning and Teaching

Abstract

This review study aims to fill a research gap by examining the role of two critical teacher interpersonal behaviors, immediacy and credibility, based on existing evidence. By analyzing the available literature, this study will offer valuable insights for educators, policymakers, and researchers in the field of language education. The empirical and theoretical evidence presented in this review study unequivocally demonstrates the importance of teacher credibility and immediacy in shaping EFL learners' perceptions of classroom justice. These factors significantly impact learners' understanding and evaluation of distributive, interactional, and procedural justice, profoundly influencing their overall satisfaction and engagement in the educational process. Furthermore, the study highlights that teacher credibility is a strong predictor of learners' perceived cognitive, affective, and behavioral learning in the classroom, while teacher immediacy predicts students' perception of interactional justice. Lastly, the review examines the impact of both nonverbal and verbal teacher credibility on learning outcomes.