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.