Verbal and nonverbal teacher immediacy and foreign language anxiety in an EFL university course

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Abstract

© 2015, Universidad de Granada. All rights reserved. How teachers communicate to students is one of the crucial elements that enhance affective and cognitive learning in a foreign language learning class. This study explores the perceptions of three groups of university students on verbal and nonverbal teacher immediacy and how this might be related to a decrease in foreign language anxiety. Significant differences between the groups were found in terms of immediacy and anxiety but no direct correlations were established. However, a qualitative analysis of the students’ perceptions indicated that teacher immediacy is indeed a key factor to motivate students, ease their pressure and favour their willingness to learn and participate in class.
Original languageEnglish
Pages (from-to)9-24
JournalPorta Linguarum
Issue number23
Publication statusPublished - 1 Jan 2015

Keywords

  • Affective learning
  • Cognitive learning
  • Foreign language anxiety
  • Verbal and nonverbal immediacy

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