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 nonverbal 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.