Abstract
This study examined the role that nonverbal immediacy plays in clear teaching, as well as the effects clear and immediate teaching have on student learning, state receiver apprehension, and affect. The results indicate that clarity, as defined in this study, is an important factor in student learning, receiver apprehension, and affect. Students who were taught by a clear teacher learned more than those who were taught by an unclear teacher, experienced less state receiver apprehension, and had more positive affect for the instructor and the course material. Nonverbal immediacy did not have a significant effect on learning, but did increase students' affect for the instructor and the course material.
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