Abstract
A noteworthy frame of the literature has maintained the idea that communication in the classroom is dominant in language education, and in the process of language learning, teachers as an important figure may apply several ways to develop interpersonal relationships and social manners, such as teacher immediacy that has been established to support affective and cognitive learning in instructional settings. Therefore, this theoretical review tries to systematically refocus on the existing literature about teacher immediacy and its types, such as non-verbal and verbal, and their significant connections with affective and cognitive education. To this end, this review focuses on social behavior to review the eminence of teacher immediacy in the classroom and unquestionably exemplify their relationship with affective and cognitive learning. As a final fact, this review has been intended to consider the prevailing literature about teacher behavior, and suggestions and recommendations have been presented correspondingly for language teaching stakeholders in the educational setting.
Highlights
Teachers are noted as the main resources in any educational system, and the communication between teachers and their learners has been regarded as an essential part of the instructional cycle of language learning (Pishghadam et al, 2019; Derakhshan et al, 2020)
Communication had a dominant function in the success of learners to a great extent (Balat et al, 2019), which is warranted as a result of the presence of emotive, instructive, sympathetic, and persistent communication between learners and teachers
Based on the review of the literature and in line with the function of teacher immediacy in an instructive setting, many studies have pursued to scrutinize the relationship between these relational manners, namely, immediacy and learnerassociated issues such as educational commitment, participation, willingness to take part in classes, cognitive and affective learning, fulfillment, and enthusiasm (Gholamrezaee and Ghanizadeh, 2018; Kalat et al, 2018; Pishghadam et al, 2019; Hussain et al, 2021; Zheng, 2021)
Summary
Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology. A noteworthy frame of the literature has maintained the idea that communication in the classroom is dominant in language education, and in the process of language learning, teachers as an important figure may apply several ways to develop interpersonal relationships and social manners, such as teacher immediacy that has been established to support affective and cognitive learning in instructional settings. This theoretical review tries to systematically refocus on the existing literature about teacher immediacy and its types, such as non-verbal and verbal, and their significant connections with affective and cognitive education.
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