The Impact of Teacher Immediacy on Students' Affective Learning in English Classes

Abstract

In light of ”affective learning” and ”teaching effectiveness” in English education, this study focused on the relationships between perceived teacher use of immediacy and students' affect for learning English. The data suggest that perceived teacher use of verbal and nonverbal immediacy influences students' affective learning significantly and positively. Perceived teacher use of nonverbal immediacy impacts slightly higher on students' affect for learning English than verbal immediacy. In addition, teacher use of both verbal and nonverbal immediacy impact more on students' affect than utilizing verbal or nonverbal immediacy alone. Multiple regression analyses reveal that five verbal behaviors and four nonverbal behaviors are effective predictors of students' affective learning in English classes. Findings of this study imply that students' affect for learning English can be enhanced by teacher's smiles, gestures, humors, interaction with students, expression of appreciation, relaxed body position and sitting position. Lastly, limitations, implications, and suggestions for future research are addressed.