scholarly journals Students’ affective learning factors in learning English on teachers’ nonverbal immediacy

2018 ◽  
Vol 1 (3) ◽  
pp. 1-10
Author(s):  
Fauzan Hari Sudding Sally
Keyword(s):  
Positive Attitude ◽  
Affective Learning ◽  
Nonverbal Immediacy ◽  
Immediacy Behaviors ◽  
High Motivation ◽  
Learning Factors ◽  
Learning English

This study aims at finding out how the students perceive teachers’ nonverbal immediacy that affects their attitude in learning English. Also, this study investigates how the students perceive teachers’ nonverbal immediacy that affects their motivation in learning English. The researcher used observation and questionnaires to collect the data. The results of this study showed that fifteen out of sixteen teachers’ nonverbal immediacy behaviors were perceived positively in affecting the students’ positive attitude in learning English. Similarly, this study also showed that fifteen students perceived the teachers’ nonverbal immediacy behavior affected their motivation in learning English. The researcher concluded that the students would have a positive attitude and high motivation in learning English if a teacher employs nonverbal immediacy behaviors suitably in her teaching or interaction with the students

scholarly journals Students’ Perception of Teachers Nonverbal Immediacy Behavior toward Students’ Attitude and Motivation in Learning English

2017 ◽  
Vol 4 (1) ◽  
pp. 75
Author(s):  
Rendra Kusuma Wijaya
Keyword(s):  
Positive Attitude ◽  
Negative Attitude ◽  
Female Teacher ◽  
Nonverbal Immediacy ◽  
Immediacy Behaviors ◽  
Data Analysis Procedure ◽  
Collection Data ◽  
The Mean ◽  
Attitude And Motivation ◽  
Learning English

The objectives of the research were to provide information about students’ perception of teachers’ nonverbal immediacy behavior toward students’ attitude and motivation in learning English. This research is descriptive by nature employing mixed method QUAN-qual model. Participants of this research were the students of X IIS 2 and XI MIA 4 who were taught by male and female teacher. The data were obtained from questionnaire, group interview, and observation. The data from questionnaire were analyzed by using simple descriptive statistic and the data from interview and observation were analyzed by using interactive model of data analysis procedure consisting data collection, data reduction, and data display, and conclusion drawing. The finding showed that the mean score of students’ attitude was 76.56 under category positive attitude. The mean score of students’ motivation was 75.43 under category motivated. The students perceived that teachers’ nonverbal immediacy behavior influenced their attitude and motivation positively or negatively depending on particularr determinant factors such as religion, culture, and age. The findings led to the onclusion that managing nonverbal immediacy behaviors was very important for teachers because the behaviors could help changing students’ attitude from negative attitude became positive attitude and changing students motivation from demotivated became motivated during learning process in the class.Key words: Nonverbal immediacy behavior, attitude, motivation 

First impression sexual scripts of romantic encounters: Effect of gender on verbal and non verbal immediacy behaviors in American media dating culture

2021 ◽  
pp. 026540752110330
Author(s):  
Oleksandra Romaniuk ◽  
Larissa Terán
Keyword(s):  
Gender Stereotypes ◽  
Reality Television ◽  
Head Tilt ◽  
Sexual Scripts ◽  
Nonverbal Immediacy ◽  
Verbal Immediacy ◽  
Immediacy Behaviors ◽  
Traditional Gender Roles ◽  
First Impression ◽  
American Media

The current study investigates sexual scripts in reality dating shows—in particular, how the gender of the communicator affects the choice of verbal and nonverbal immediacy behaviors aimed at making a first impression. Data were drawn from 331 couples of opposite-sex heterosexual strangers interacting for approximately 30 seconds on two reality dating shows: The Bachelor and The Bachelorette (2012–2019). As a result, a codebook of verbal immediacy cues ( N = 1623) and nonverbal immediacy cues ( N = 3021) was derived. The findings showed that verbal behavior encompassed 11 categories of verbal immediacy cues, while nonverbal behavior included 32 categories of nonverbal immediacy cues. Results also showed gender-related preferences for verbal immediacy behavior; for instance, men were more likely to outline the probability of relationship development and pay compliments; conversely, women were prone to intriguing men to arouse curiosity and interest. As for nonverbal immediacy behavior, men were predisposed to use clothes straightening, while women tended to communicate immediacy through head tilt, shoulder shrug, gaze down, gaze side(s), eyebrow flashes, hand-in-hand, hug, pat, holding hands in front of their bodies, and hair grooming. Nonetheless, the similarities between men and women were found to be greater than the differences. These findings could have wide-reaching implications for theorizing on social and cultural norms, gender stereotypes, and traditional gender roles in intimate relationships in the form of sexual scripts, along with contributing to the study of reality television.

Nonverbal Immediacy Behaviors Instrument

2020 ◽  
pp. 238-241
Author(s):  
Rebecca B. Rubin ◽  
Philip Palmgreen ◽  
Howard E. Sypher
Keyword(s):  
Nonverbal Immediacy ◽  
Immediacy Behaviors

scholarly journals EXAMINING STUDENTS’ NEEDS FOR ENGLISH AS REQUIRED COURSE IN DIPONEGORO UNIVERSITY

2015 ◽  
Vol 5 (1) ◽  
pp. 84
Author(s):  
Dwi Wulandari
Keyword(s):  
Teaching Methods ◽  
Positive Attitude ◽  
Materials Selection ◽  
Take The Best ◽  
Do So ◽  
Learning English

This study is aimed at finding out what students need in taking English as required course, what students want to learn, and how they want to learn. The data were taken from 500 questionnaires distributed to students. The data revealed that most of the students do have positive attitude in learning English, and because of this the students have more chances to take the best of their learning. However, as most of the students also take English because they are required to do so, there are also some factors that may discourage learners’ motivation in learning, i.e. materials selection, and teaching methods. Kajian ini ditujukan untuk mengetahui apa yang diinginkan oleh mahasiswa dalam mengambil mata kuliah MKDU Bahasa Inggris, secara spesifik untuk mengetahui materi apa yang mereka ingin pelajari, dan bagaimana mereka ingin mempelajarinya. Data diambil dari kuesioner yang disebarkan pada 500 mahasiswa. Analisis data menunjukkan bahwa sebagian besar siswa memiliki sikap bahasa yang positif  dalam mepelajari Bahasa Inggris, dan oleh karenanya mahasiswa memiliki kesempatan lebih banyak untuk mengambil keuntungan terbesar dari perkuliahan tersebut. Namun demikian, karena sebagian besar mahasiswa mengambil mata kuliah tersebut karena kewajiban, ada beberapa hal yang menyurutkan motivasi mahasiswa, yakni pemilihan materi, dan metode mengajar dosen  Bahasa Inggris.

A multi‐cultural examination of the relationship between nonverbal immediacy and affective learning

1996 ◽  
Vol 44 (3) ◽  
pp. 297-307 ◽  
Author(s):  
James C. McCroskey ◽  
Joan M. Fayer ◽  
Virginia P. Richmond ◽  
Aino Sallinen ◽  
Robert A. Barraclough
Keyword(s):  
Affective Learning ◽  
Nonverbal Immediacy ◽  
The Relationship

scholarly journals STUDENTS’ VS. TEACHERS’ PERSPECTIVES ON BEST TEACHER CHARACTERISTICS IN EFL CLASSROOMS

2015 ◽  
Vol 21 (2) ◽  
pp. 118
Author(s):  
Nihta V F Liando
Keyword(s):  
Foreign Language ◽  
Academic Motivation ◽  
Teacher Characteristics ◽  
English Department ◽  
Nonverbal Immediacy ◽  
Immediacy Behaviors ◽  
Academic Attitudes ◽  
Teachers Perspectives ◽  
Language Context ◽  
University Setting

This paper discusses the perspectives of students and teachers in a university setting about best teacher characteristics. This is viewed through the perspectives of students and teachers regarding their perceptions of qualities of English teachers, and teachers’ immediacy behavior – verbal or non-verbal - as predictors of student academic motivation. In this study, 126 students and 28 teachers in the English department atState University of Manado, Indonesia were involved. From the questionnaire, this study proved that a teacher was an important personnel in EFL teaching. Both teacher and students believed that a good teacher should display personal and academic attitudes. Both parties also considered that there were certain verbal and nonverbal immediacy behaviors teachers performed which could be the source of motivating as well as demotivating the students. This study is expected to give understanding of how teaching English in a foreign language context can be better.

Sign in / Sign up

Export Citation Format

Share Document