Relationship between Teacher Verbal and Non-verbal Immediacy and Student Motivation in EFL Classes
Abstract
Verbal and non-verbal immediacy are recognized as important inputs to enhance learning outcomes. The study aimed in the main to determine the association between teacher immediacy and student motivation. This descriptive correlational study examined the utilization of teacher verbal and non-verbal immediacy and the relationships between teacher verbal and non-verbal immediacy and student motivation for learning English. A sample of 123 student participants were drawn from two primary second cycle schools. The participants self reported the perceived levels of teacher verbal and non-verbal immediacy behaviors influencing students‘ motivation for learning English, and self-rated their resulting motivation. A sample of 8 teachers also self-rated the level of verbal and non-verbal immediacy behaviors that they display in the classroom: The results indicated that teachers‘ utilization of verbal immediacy was low, while non-verbal immediacy was high. The results of the correlation analysis indicated both teacher verbal and non-verbal immediacy were positively associated with student motivation for learning English. In particular the positive relationship between teacher non-verbal behaviors and student motivation for learning English was significant. Findings of this study suggest that students‘ motivation for learning English is likely enhanced when the teacher utilizes verbal and non-verbal immediacy in the classroom. The results yield important insight into ways teachers can analyze and reflect on classroom communication methods. This study also provides useful, descriptive data indicating the need and direction for future research.
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References
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Baringer, D.K. & McCroskey, J.C. (2000). Immediacy in the Classroom: Student Immediacy. Communication Education, 1,178-186
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Rodriguez, J. I., Plax, T. G., & Kearney, P. (1996). Clarifying the Relationship between Teacher Non-verbal Immediacy and Student Cognitive Learning: Affective Learning as the Central Causal Mediator. Communication Education, 45, 293_/305. Rost,M. (2006). Generating Student Motivation. Retrieved from URL-www.longman.com/worldview Rusell, I.L. (1971). Motivation Southern Illinois University. W.C. Brown company publishers. Saechou,Y. (2005). Verbal and Non-verbal Immediacy: Sex Differences and International teaching assistants. Unpublished Dissertation. Louisiana State University. Sanders, J. A., & Wiseman, R. L. (1990). The Effects of Verbal and Non-verbal Teacher Immediacy on Perceived Cognitive, Affective, and Behavioral Learning in the Multicultural Classroom. Communication Education, 39, 341-353. Scholl, A. (2008). Quantitative Methodology. International encyclopedia of Education. London. Blackwells Sharma, R. (2000). Fundamentals of Educational Research. Merutt: New Agarwal offset printing press. Tsiplakides, I. & Keramida, A. (2010). Promoting Positive Attitudes in ESL/EFL Classes. The Internet TESOL Journal, XVI, www.http://itesolj.org/ Velez,J.J. &Cano,J.(2008).The Relationship Between Teacher Immediacy and Student Motivation. Journal of Agriculture Education, 49, 283-297.
Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A Meta-analytical Review of the Relationship between Teacher Immediacy and Student Learning. Communication Monographs, 72, 184_/217. Woolfolk, A. (2004). Educational Psychology. Boston: Allyn and Bacon. Zuriya,M. & Mohammad,Y.(2007). The Relationship of Teacher’s Immediacy to Student Motivation and Student Learning: A Literature Analysis. Jurnal Pendidikan, 32, 91-101.
Baringer, D.K. & McCroskey, J.C. (2000). Immediacy in the Classroom: Student Immediacy. Communication Education, 1,178-186
Brophy, J. (2004). Motivating Students to learn (2nd ed.). Mahwah, New Jersey: Lawrence Erlbaum. Bozkaya, M. & Aydin,E.(2008 ). The Relationship Between Teacher Immediacy Behaviors And Learners’ Perceptions of Social Presence and Satisfaction In Open and Distance Education: The Case of Anadolu University. The Turkish Online Journal of Educational Technology, 7. 64-69. Chesebro,L.Joseph, & McCroskey, J.C. (2001). The Relationship of Teacher Immediacy with Student State Receiver Apprehension, Affect, and Cognitive Learning. Communication Education, 50. 59-68. Christophel, D. (1990). The Relationships among Teacher Immediacy Behaviors, Student Motivation, and Learning. Communication Education, 39, 323_/340. Comstock, J., Rowell, E., & Bowers, J. (1995). Food for Thought: Teacher non-verbal Immediacy, Student Learning, and Curvilinearity. Communication Education, 44, 251-/266. Edwards, A., & Edwards, C. (2001). The Impact of Instructor Verbal and Non-verbal Immediacy on Student Perceptions of Attractiveness and Homophily. Journal of Excellence in College Teaching, 12, 5-17. Frymier, A. B., & Weser, B. (2001). The Role of Student Predispositions on Student Expectations for Instructor Communication Behavior. Communication Education, 50, 314-326. Frymier, A. B. (1994). A Model of Immediacy in the Classroom. Communication Quarterly, 42, 133-144.
Gorham, S. & Weiner, B. (1996). Theories and Principles of Motivation. In D. Berliner & R. Calfee (Eds.), Handbook of Educational Psychology. New York: McMillan. Gorham, J. (1988). The Relationship between Verbal Teacher Immediacy Behaviors and Student Learning. Communication Education, 37, 40–53. Hsu, L. (2006). The Impact of Perceived Teachers’ Non-verbal Immediacy on Students’ Motivation for Learning English. Asian EFL Journal, 12, 1 -20. Hybels, S. and Weaver, R.L. (1986). Communicating Effectively. Newbery Award Records. Inc: USA. Negi, J. S (2009). The Role of Teachers’ Non-verbal Communication. ELT Classroom Journal of NELTA, 1 4, 101-110. Johnson, D. W. & Johnson, R. T. (1999). Learning Together and alone: Cooperation, competition, and individualization (5th ed.). Boston: Allyn and Bacon. Kearney, P., Plax, T. G., Smith, V. R., & Sorensen, G. (1988). Effects of Teacher Immediacy and Strategy type on College Student Resistance to on-task Demands. Communication Education, 37, 54–67. Keller, J. M. (1983). Motivation Design of Instruction. In C. M. Reigeluth (Ed.), Instructional Design Theories: An Overview of Their Current Status. Hillslade, NJ: Lawrence Erlbaum. Krashen, S. (1997). Foreign Language Education: The easy way. Culver City, CA: Language Education Associates.
Krashen, S. (1982). Principles and Practices in Second Language Acquisition. Oxford: Pergamon Press. Liando,N.V.F.(2010). Students Vs Teachers Perspectives on Best Teacher Characteristics in EFL Classrooms. TEFLIN Journal, 21, 118-136 Martin, M. M., Myers, S. A., & Mottet, T. P. (1999). Students’ Motives for Communicating with their Instructors. Communication Education, 48, 155-164. Myers, S. A., Martin, M. M., & Mottet, T. P. (2002). Students’ Motives for Communicating with their Instructors: Considering Instructor Socio-Communicative style, Student Socio Communicative Orientation, and Student Gender. Communication Education, 51, 121-133. Nussbaum,J.R. ( 1992). Effective Teacher Behaviors. Communication Education, 47, 167-180. Pintrich, P. R. & Schunk, D. H. 2002. Motivation in Education: Theory, research and applications (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall. Richmond, V. P., & McCroksey, J. C. (1995). Non-verbal Behavior in Interpersonal relations. Boston: Allyn & Bacon. Richmond, V. P., Gorham, J. S., & McCroskey, J. C. (1987). The Relationship between Selected Immediacy Behaviors and Cognitive Learning. In M. Mc Laughlin (Ed.), Communication Yearbook, 10, 188–198. Beverly Hills, CA: Sage. Rocca, K. (2007). Immediacy in the Classroom: Research and Practical Implications. Communication Education, 50, 283-297.
Rodriguez, J. I., Plax, T. G., & Kearney, P. (1996). Clarifying the Relationship between Teacher Non-verbal Immediacy and Student Cognitive Learning: Affective Learning as the Central Causal Mediator. Communication Education, 45, 293_/305. Rost,M. (2006). Generating Student Motivation. Retrieved from URL-www.longman.com/worldview Rusell, I.L. (1971). Motivation Southern Illinois University. W.C. Brown company publishers. Saechou,Y. (2005). Verbal and Non-verbal Immediacy: Sex Differences and International teaching assistants. Unpublished Dissertation. Louisiana State University. Sanders, J. A., & Wiseman, R. L. (1990). The Effects of Verbal and Non-verbal Teacher Immediacy on Perceived Cognitive, Affective, and Behavioral Learning in the Multicultural Classroom. Communication Education, 39, 341-353. Scholl, A. (2008). Quantitative Methodology. International encyclopedia of Education. London. Blackwells Sharma, R. (2000). Fundamentals of Educational Research. Merutt: New Agarwal offset printing press. Tsiplakides, I. & Keramida, A. (2010). Promoting Positive Attitudes in ESL/EFL Classes. The Internet TESOL Journal, XVI, www.http://itesolj.org/ Velez,J.J. &Cano,J.(2008).The Relationship Between Teacher Immediacy and Student Motivation. Journal of Agriculture Education, 49, 283-297.
Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A Meta-analytical Review of the Relationship between Teacher Immediacy and Student Learning. Communication Monographs, 72, 184_/217. Woolfolk, A. (2004). Educational Psychology. Boston: Allyn and Bacon. Zuriya,M. & Mohammad,Y.(2007). The Relationship of Teacher’s Immediacy to Student Motivation and Student Learning: A Literature Analysis. Jurnal Pendidikan, 32, 91-101.
Published
2012-12-01
Section
Articles