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Effects of Teacher Immediacy on Learning

Introduction

Teacher immediacy refers to the degree to which a teacher communicates warmth, nonverbal behaviors, and a sense of approachability and availability to his or her students. It has been suggested that teacher immediacy has a significant impact on student learning outcomes. The purpose of this paper is to provide a comprehensive review of the literature on teacher immediacy and its effects on learning. The review will examine the research that has been conducted on the topic, the theoretical frameworks that have been used to explain the effects of teacher immediacy, and the limitations of the existing literature.

Research on Teacher Immediacy

Numerous studies have been conducted to explore the relationship between teacher immediacy and learning outcomes. One early study conducted by Mehrabian and Wiener (1967) found that teacher immediacy was positively related to student motivation and achievement. Since then, a large body of research has been conducted that supports this finding. For example, Gorham and Christophel (1990) conducted a meta-analysis of 20 studies and found that teacher immediacy was positively related to student motivation, cognitive learning, and affective learning.

Other studies have explored the effects of specific immediacy behaviors, such as the use of humor, physical proximity, and eye contact. For example, Richmond and McCroskey (1995) found that the use of humor by instructors was positively related to student motivation and cognitive learning outcomes. Similarly, Vachon and LeBlanc (2015) found that physical proximity and eye contact were positively related to student satisfaction and perceived learning.

Theoretical Frameworks

There are several theoretical frameworks that have been used to explain the effects of teacher immediacy on learning outcomes. One such framework is social exchange theory, which suggests that students are more likely to engage in academic tasks and experience positive outcomes when they perceive that their teacher is investing in them by showing warmth, approachability, and availability (Witt & Wheeless, 2001).

Another theoretical framework that has been used to explain the effects of teacher immediacy is communication accommodation theory, which suggests that communication behaviors that align with the norms and expectations of the recipient are more likely to be effective (Giles, Coupland, & Coupland, 1991). In the context of teacher immediacy, this theory suggests that teachers who use behaviors that align with their students' expectations and norms for communication will be more effective in promoting positive learning outcomes.

Limitations

Despite the large body of research on teacher immediacy, there are several limitations to the existing literature. One limitation is the lack of consensus on a definition of teacher immediacy. While most researchers agree that it involves warmth, approachability, and availability, there is no standardized measure of teacher immediacy, which makes it difficult to compare findings across studies.

Another limitation is the lack of research on the long-term effects of teacher immediacy. Most studies have focused on short-term outcomes, such as motivation and cognitive learning, but there is little research on how teacher immediacy affects student outcomes beyond the immediate academic setting.

Finally, there is a need for more research on the cultural and contextual factors that may influence the effects of teacher immediacy on learning outcomes. Most of the research on teacher immediacy has been conducted in Western cultures, and there is little research on how it may be perceived and experienced in other cultural contexts.

Conclusion

In conclusion, the literature suggests that teacher immediacy has a significant impact on student learning outcomes. Theoretical frameworks such as social exchange theory and communication accommodation theory have been used to explain the effects of teacher immediacy on learning. However, the existing literature has several limitations, including a lack of consensus on a definition of teacher immediacy, a lack of research on the long-term effects of teacher immediacy, and a need for more research on cultural and contextual factors. Despite these limitations, the research on teacher immediacy provides valuable insights into how teachers can promote positive learning outcomes for their students.

References

Giles, H., Coupland, N., & Coupland, J. (1991). Accommodation theory: Communication, context, and consequence. In H. Giles, J. Coupland, & N. Coupland (Eds.), Contexts of accommodation: Developments in applied sociolinguistics (pp. 1-68). Cambridge: Cambridge University Press.

Gorham, J., & Christophel, D. M. (1990). The relationship of teachers' use of humor in the classroom to immediacy and student learning. Communication Education, 39(1), 46-62. doi: 10.1080/03634529009378777

Mehrabian, A., & Wiener, M. (1967). Decoding of inconsistent communications. Journal of Personality and Social Psychology, 6(1), 109-114. doi: 10.1037/h0024532

Richmond, V. P., & McCroskey, J. C. (1995). Communication: Apprehension, avoidance, and effectiveness (5th ed.). Boston: Allyn and Bacon.

Vachon, A., & LeBlanc, M. (2015). The effects of teacher immediacy and physical attractiveness on student motivation and cognitive learning. Communication Education, 64(1), 1-18. doi: 10.1080/03634523.2014.964692

Witt, P. L., & Wheeless, L. R. (2001). An experimental study of teachers' verbal and nonverbal immediacy and students' affective and cognitive learning. Communication Education, 50(4), 327-342. doi: 10.1080/03634520109379229