Abstract
This study investigated the influence of teacher vocal qualities and confirmation behaviors on student learning. Students (N=197) enrolled in nonnative English-speaking teachers’ classes completed a battery of instruments. Results indicated that both vocal qualities and confirmation behaviors were negatively related to receiver apprehension, which in turn was negatively related to affective and cognitive learning. Receiver apprehension mediated the relationships of student learning with vocal qualities, but not with teacher confirmation. In addition to students’ perceptions, clinician observers’ ratings of vocal qualities were negatively related to receiver apprehension and positively associated with cognitive learning.
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