The Impact of Perceived Teachers Nonverbal Immediacy on Students Motivation for Learning English
Title
The Impact of Perceived Teachers Nonverbal Immediacy on Students Motivation for Learning English
The Impact of Perceived Teachers Nonverbal Immediacy on Students Motivation for Learning English
Keywords: teacher immediacy, nonverbal immediacy, motivation
Authors
Lisa Hsu
National Taichung Institute of Technology, Taiwan
Lisa Hsu
National Taichung Institute of Technology, Taiwan
Bio Data
Lisa Hsu received her doctoral degree from Oral Roberts University, Tulsa, Oklahoma, U.S.A. in 2006. She currently is an associate professor in the Department of Applied English, National Taichung Institute of Technology, Taiwan. Her main academic interests include student learning motivation, teacher teaching effectiveness, and servant leadership.
Abstract
This study investigated teachers nonverbal immediacy behaviors in relation to students motivation for learning English. A sample of 303 participants was drawn from a technology institution in central Taiwan. The participants were asked to respond to instruments designed to measure the frequency of teachers nonverbal immediacy behaviors influencing students motivation for learning English. The results of the Pearson correlation indicated that teachers nonverbal immediacy behaviors were correlated positively and significantly with students motivation for learning English. In addition, multiple regression analyses reveal that five nonverbal behaviors are significant predictors to students motivation for learning English. Findings of this study suggest that students motivation for learning English is likely enhanced when the teacher utilizes the following behaviors: smile, gesture, has a relaxed body position, uses a variety of vocal expression, and uses a monotone voice while teaching. Finally, limitations, implications, and suggestions for future research are addressed.
This study investigated teachers nonverbal immediacy behaviors in relation to students motivation for learning English. A sample of 303 participants was drawn from a technology institution in central Taiwan. The participants were asked to respond to instruments designed to measure the frequency of teachers nonverbal immediacy behaviors influencing students motivation for learning English. The results of the Pearson correlation indicated that teachers nonverbal immediacy behaviors were correlated positively and significantly with students motivation for learning English. In addition, multiple regression analyses reveal that five nonverbal behaviors are significant predictors to students motivation for learning English. Findings of this study suggest that students motivation for learning English is likely enhanced when the teacher utilizes the following behaviors: smile, gesture, has a relaxed body position, uses a variety of vocal expression, and uses a monotone voice while teaching. Finally, limitations, implications, and suggestions for future research are addressed.
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Category: Main Editions, Volume 12 Issue 4
