immediacy teacher
220479452
Teacher Immediacy and Students Classroom Participation: A relationship Study in Pakistan
The studywas designed to explore the relationship between teacher immediacy and their students' classroom participation. 726students,enrolled in teacher education departments at eight universities of Pakistan, participated in the present study. The adapted Teacher Immediacy (TI) and Student Classroom Participation (SCP) Questionnaires were used to collect data after ensuring the psychometric properties. Results indicated that there was no significant difference in private and public sector university students' perception regarding teacher immediacy and their own classroom participation. In addition, there was no significant difference in the male and female students'perceptionregarding teacher immediacy and their own classroom participation. The results of correlational analysis demonstrated a strong relationship between teacher immediacy and student classroom participation(r= 0.756) Teacher training institutes should add content regarding teachers' immediacy and behaviourism in their curriculum that may help students to participate in classroom activities.
Tariq Hussain Mubashira Khalid Farooq Akbar
216243770
Impact of Teacher's Immediacy Behavior on Student Learning
Teaching is an interactive process between both parties. Immediacy is a perception of physical or psychological closeness. When students feel close to teachers they can learn effectively. This is an important benefit of immediacy. The study aims to examine the impact of immediacy behavior of teachers and teacher management communication style on student learning.
Gn Anitha Elavarasi N SumathiG L Suganthi
214127794
Going Digital
The purpose of this chapter is to explore teacher immediacy strategies that help online instructors form connections with students while teaching in distance learning environments. Teacher immediacy consists of both verbal and nonverbal behaviors teachers can use that generate perceptions of closeness with students, which often feels lacking in a distance learning environment. Specific examples of immediacy behaviors in online courses are provided. The chapter shares examples of student/teacher interactions in a course built around teacher immediacy principles, identifying the specific principles visible in each interaction. Finally, the chapter ends with recommendations for practice using teacher immediacy strategies to build relationships with students in online courses.
Kristal Curry
222077011
Using Multisensory Teaching Approach for Developing EFL Prospective Teacher's Immediacy Skills in Classroom Communication
The present study investigated the effectiveness of using multisensory teaching approach for developing EFL prospective teachers' immediacy skills. The problem of this study was identified in EFL prospective teachers' poor mastery of verbal and nonverbal immediacy skills in practicum classrooms. The study adopted the quasi experimental design. The subjects of this study were (38) participants, they were selected randomly from fourth year student teachers (Elementary Education) at Port Said Faculty of Education. They were divided into two groups (control and experimental) To determine the most required verbal and nonverbal immediacy skills to be developed, a questionnaire containing a list of such skills with their performance sub skills was designed for TEFL specialists. Based on the selected skills, the researcher designed a pre post observation checklist of immediacy skills approved by a jury; and EFL prospective teachers of the experimental group were taught to use multisensory teaching to support developing their immediacy skills in the classroom. The results of administering the pre post immediacy skills observation checklist (quantitative instrument) evaluation and self reflection quizzes, peer assessment checklists, and student teachers' reflective logs (qualitative instruments) showed that there was a statistically significant difference at 0.01 level between the mean ranks of the control and experimental groups on the post administration of the observation checklist in favor of the experimental group in both verbal and nonverbal immediacy skills. The findings of the present study revealed that using multisensory teaching approach had a positive effect on developing EFL prospective teachers' verbal and nonverbal immediacy skills.
Maha Samir El- Bayaa
149518689
Effective Teacher Immediacy Behaviors Based on Students' Perceptions
The aim of this research is to determine effective teacher immediacy behaviors based on students' perceptions. The research is designed within descriptive survey model. The sample of this study was formed of via random sampling method, which covers 382 students from 5th, 6th, 7th and 8th grade from elementary schools. "Teacher Immediacy Behaviors Scale" which was developed by Crump (1996) and adapted by the researcher was used in the research in order to collect data. Research results show that out of twelve teacher immediacy behaviors, nine were found to be effective and important by students with "friendly smiling" ranked as the most effective and "physical appearance" as the least effective. The behaviors of "eye contact" "friendly smiling" and "personal examples" differed significantly in favor of male students according to gender variable. It can be observed from the result of this study that teachers' behaviors have impact on students.
Universal Journal of Educational Research
Mehmet Akif Sozer
210536313
Less Is More: Use of Video to Address the Problem of Teacher Immediacy and Presence in Online Courses.
Online courses are becoming more common at institutions of higher education, yet teaching online creates many challenges, including how to foster instructor immediacy in the online learning environment. Student feedback on audio and video teaching techniques were collected in two undergraduate online classes. Students thought that using video in multiple ways (weekly announcements and assignment feedback) provided increased immediacy and motivation for online students in two Communication courses: Mass Media and Society and Communication Theory. Ultimately, instructors can make a positive difference in perceived instructor immediacy and presence with small changes through general class directed videos and short weekly video announcements (roughly 3 minutes in length) periodically throughout the semester. Use of short videos for feedback as opposed to longer lecture based videos can be a useful instructional technique for a wide range of online courses within higher education.
Anne Bialowas Sarah J Steimel
150661290
The relationship between EFL Learners' Willingness to Communicate (WTC) and their teacher immediacy attributes: A structural equation modelling
Abstract This study was conducted to investigate the relationship between Iranian English Foreign Language (EFL) learners' Willingness to Communicate (WTC) and their teachers' immediacy attributes. The participants comprised 256 EFL learners from three private language institutes of Mashhad, Khorasan e Razavi, Iran. Their selection was based on random sampling, and the participation was entirely voluntary. The instruments used in this study consisted of 1) Willingness to Speak Questionnaire, and 2) Immediacy Questionnaire. Pearson's correlation coefficient and structural equation modeling (SEM) were run to analyze the relationships among learners' WTC and their teachers' immediacy attributes components. The results demonstrated that all the subscales of WTC are positively and significantly predicted by verbal and nonverbal immediacy. Verbal immediacy has the highest positive correlation with speaking WTC, and the lowest positive correlation with listening WTC. Moreover, nonverbal immediacy has the highest positive correlation with listening WTC, and the lowest positive correlation with writing WTC.
Mehrdad Sheybani
150956178
THE ROLE OF VERBAL AND NONVERBAL TEACHER IMMEDIACY: THE PERSPECTIVES FROM PRIMARY SCHOOL TEACHERS
INTED2019 Proceedings
Renata Matusu
195535798
THE ROLE OF TEACHER IMMEDIACY AS A MOTIVATIONAL FACTOR IN STUDENT LEARNING
This research uses the structural equation modeling (SEM) analysis to find the correlation between the variables of Teaching effectiveness, Teacher behavior and affective learning and that of Student motivation in learning, Teacher immediacy and learning outcomes and Student learning outcomes. A model is built so that to confirm that teachers produce the intermediate influence and also motivate the learning outcomes, cognitive ones especially. Data obtained here in the course of survey proves to be consistent with our initial model. The results show that the immediate teachers' function is to be the means of increasing students' motivation to learn, and that such motivation, in its turn, increases students' cognitive abilities.
Tran Huu Ai Luu Hoang Giang
148723627
The Relation of Student Achievement with Course Attendance and Teacher Immediacy
In this study, the relation of student achievement with students' course attendance and teacher immediacy was investigated. The data was acquired from 871 students from four different high schools in the boundaries of Ankara province. In the research, "Classroom Engagement Inventory" which was adapted into Turkish by Sever (2014) and "The Scale of Teacher Immediacy Behaviors" which was developed by Kolburan Gecer (2002) were used to collect data. As a result of the research, it was revealed that there was a positive correlation between both general student achievement and achievement from mostly liked teacher's lesson with emotional, cognitive engagement and teacher immediacy. However, a negative correlation was found out between achievement and kind of obedience/adaptation engagement with non attendance to the lesson. Non attendance to the lesson was a variable that had a negative effect on achievement.
Suleyman Celik Sultan Orenoglu Toraman Kevser Celik