The impact of teacher immediacy on cognitive and affective learning of english as a foreign language among learners with different learning styles
DOI:
https://doi.org/10.5281/zenodo.11256635Keywords:
teacher immediacy, affective learning, cognitive learning, learning styles, verbal immediacy, non-verbal immediacyAbstract
Effective communication between teachers and learners plays a pivotal role in language education. Among various communication strategies, teacher immediacy has emerged as a significant factor influencing both affective and cognitive learning outcomes. This theoretical review examines existing literature on teacher immediacy, including its verbal and non-verbal dimensions, and explores its implications for language teaching. The article concludes with recommendations for educators to enhance their interpersonal interactions in the classroom.
References
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