A Comparative Study of the Relationship Between Teacher Immediacy and Student Affective Learning in United States and Chinese College Classrooms

Author

Xu Wei, Fort Hays State University

Department

Communication Studies

Degree Name

Master of Science (MS)

Abstract

This current study was designed to investigate student perceptions of teacher immediacy in United States and Chinese college classrooms, and the relationship between teacher immediacy behaviors and student affective learning. A total number of 218 college students participated in this research by responding to instruments that measured teacher immediacy and student affective learning. The results indicated that U.S. students perceived a higher amount of nonverbal teacher immediacy than Chinese students, but there is no significant difference in perception of verbal immediacy between the two samples. Correlations revealed a positive relationship between teacher verbal and nonverbal immediacy behaviors and student affective learning in both U.S. and Chinese college classrooms.

Keywords

Fort Hays State University, Ellis County (Kan.), Zhengzhou Shi (China), SIAS International University (China), United States, Students, Teacher effectiveness, Comparison

Advisor

Dr. Carol Haggard

Date of Award

Summer 2007

Document Type

Thesis - campus only access

DOI

10.58809/QEPB3386

Recommended Citation

Wei, Xu, "A Comparative Study of the Relationship Between Teacher Immediacy and Student Affective Learning in United States and Chinese College Classrooms" (2007). Master's Theses. 3045.
DOI: 10.58809/QEPB3386
Available at: https://scholars.fhsu.edu/theses/3045

Rights

© The Author(s)

Comments

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