Does Teacher Immediacy Affect Students? A Systematic Review of the Association Between Teacher Verbal and Non-verbal Immediacy and Student Motivation

Wei Liu

doi:10.3389/fpsyg.2021.713978

Abstract

In instructional-learning contexts, the relationship between teacher verbal and non-verbal immediacy and student motivation has gained increasing attention. However, no systematic research has been done to review the empirical studies conducted on the impact of teacher immediacy on students' motivation. Hence, the aim of the present study was to systematically review the available literature on different types of teacher immediacy and student motivation. Some common databases were searched and 30 eligible manuscripts were identified. With regard to the key features of the included studies, the review's findings were categorized into different sections, namely “the measures of teacher immediacy employed,” “the measures of student motivation employed,” “designs,” and “educational contexts”. The main findings of the studies were also discussed. The reviewed studies pointed to positive associations between teacher immediacy and student motivation. Finally, limitations of the included studies are discussed and some practical directions for further research are offered, accordingly.

Highlights

During the past four decades, no construct has gained more attention than teacher immediacy in the field of instructional communication (Madigan and Kim, 2021)
Afterwards, the main findings of the manuscripts were discussed based on different types of teacher immediacy: (1) Verbal immediacy, (2) Non-verbal immediacy, and (3) Both verbal and nonverbal immediacy
The current systematic review has shed more light on the association between teacher verbal and non-verbal immediacy and student motivation, raising several concerns that have not been addressed in this area

Summary

Introduction

During the past four decades, no construct has gained more attention than teacher immediacy in the field of instructional communication (Madigan and Kim, 2021). He distinguished between verbal and non-verbal activities that minimize the perceived physical/psychological intimacy between communicators (Allen et al, 2006). Concerning the significance of immediacy in educational settings, Witt et al (2004) expounded that verbal and non-verbal behaviors that instructors employ in interactions with their pupils can be deemed as rewarding. These rewarding behaviors can inspire students to become more motivated, attentive, and engaged during a whole session. Richmond et al (2008) reported that teachers can minimize students’ anxiety, stress, and negative reactions through exhibiting verbal and non-verbal immediate actions These rewarding behaviors can inspire students to become more motivated, attentive, and engaged during a whole session. Richmond et al (2008) reported that teachers can minimize students’ anxiety, stress, and negative reactions through exhibiting verbal and non-verbal immediate actions

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Conclusion