EFFECTS OF TEACHER IMMEDIACY BEHAVIOURS ON STUDENTS’ MOTIVATION TOWARDS LANGUAGE LEARNING

Year 2016, Volume: 5 Issue: 1, 11 - 19, 30.06.2016

Sibel Tanrıverdı Canbaz Mehmet Ali Yavuz

Abstract

This study seeks to reveal the efficacy of teacher immediacy behaviours on students’ motivation according to the gender and level of proficiency of the students as the behaviours of the teacher during the learning process has an important role. The sample of the study consists of the students studying at the Preparatory Department of the School of Foreign Languages at Cyprus International University. Data was collected through the implementation of two questionnaires: The Teacher Immediacy Behaviours Questionnaire and The Student Motivation Questionnaire prepared by Geçer (2002). Based on their score on the Teacher Immediacy Behaviours Questionnaire, the participants were divided into two groups: Group 1 consisting of students with lower scores and Group 2 consisting of those with higher scores. The results of the data analysis revealed that there is a significant difference between the motivation scores of the two groups. The results also demonstrated that there is a significant difference between female and male students’ motivation scores in group 1 and group 2; both male and female students were influenced positively by teacher immediacy behaviours. However, in the light of the data analysis, there is no significant relation between students’ perception of teacher immediacy and their levels of proficiency. As the results of the findings indicate the importance of teacher immediacy behaviours in learners’ motivation, further studies are expected to be conducted.

Keywords

Teacher immediacy behaviours, language learning, motivation.

References

• Aktaş, G. (2007). Ortaöğretim Öğrencilerinin Algıladıkları Öğretmen Yakınlığı ile Güdülenme Düzeyleri Arasında İlişki: İstanbul İli Örneği. Summited in Partial Fulfillment of the Requirements for the Degree of Master in Social Sciences Institution, Yeditepe University.
• Albers, D. L (2001). Nonverbal Immediacy in the Classroom. Department of Psychology, Missouri Western State University. Retrieved 12.07.2011 from http://clearinghouse.missouriwestern.edu/manuscripts/236.php
• Andersen, J. F. (1979). Teacher Immediacy as a Predicator of Teacher Effectiveness. Communication Year Book. New Brunswick, NJ: Transaction.
• Arnold, V. D., Roach T. D. (1989). Teaching: A Nonverbal Communication Event. Eric No: EJ396204.
• Baringer, D. K., & McCroskey, J. (2000). Immediacy in the Classroom: Student Immediacy. Eric No. EJ604646.
• Baykul, Y. (1990). İlkokul Beşinci Sınıftan Lise ve Dengi Okulların Son Sınıflarına Kadar Matematik ve Fen Derslerine Karşı Tutumda Görülen Değişmeler ve Öğrenci Seçme Sınavındaki Başarı ile İlişkili Olduğu Düşünülen Bazı Faktörler. Ankara: ÖSYM Yayınları-1.
• Bozkaya, M., & Aydın, I.,E. (2008). The Relationship between Teacher Immediacy Behaviours and Learners’ Perceptions of Social Presence and Satisfaction in Open and Distance Education: The Case of Anadolu University Open Education Faculty. The Turkish Online Journal of Educational Technology – TOJET July 2008 ISSN: 1303-6521 volume 7 Issue 3 Article 7.
• Breed, G. (1971). Nonverbal Behaviour and Teaching Effectiveness. Vermillian University of South Dakota. ERIC NO: ED196849.
• Butland, M. J., & Beebe S. A. (1992). A Study of the Application of Implicit Communication Theory to Teacher Immediacy and Student Learning. Paper presented at the Annual Meeting of the International Communication Association (42nd, Miami, FL, November 18- 21, 1992). Eric No. ED346532.
• Chapman, A. (1995- 2010). Transactional Analysis. Retrieved 20. 03. 2010 from http://www.businessballs.com/mehrabiancommunications.htm
• Christophel, D. M. (1990). The Relationship Among Teacher Immediacy Behaviours, Student Motivation and Learning.Eric No. EJ414768.
• Christophel, D. M., & Gorham, J. (1995). A Test- Retest Analysis of Student Motivation, Teacher Immediacy and Perceived Sources of Motivation and Demotivation in College Classes. Eric No. EJ517581.
• Clark, M. L. (2004). Touch between Students and Teachers on the Achievement of Immediacy among Elementary- Aged Students. Summited in Partial Fulfillment of the Requirements for the Degree of Master of Arts at the University of Texas At El Paso.
• Conway, D. M. (1996). Only Connect: Teaching as Communication, Retrieved July 19, 2004.
• Cook, V. (1996). Second Language Learning and Language Teaching. New York: J W Arrowsmith Ltd.
• Crump, A. C. (1996). Teacher Immediacy: What Students Consider to be Effective Behaviours. Retrieved 04.05.2010 from http://www.eric.ed.gov/PDFS/EJ839897.pdf
• Danchak, M. M. (2002). Bringing Affective Behaviour to e-Learning. The University of North Carolina. Retrieved 12. 07. 2011 from http://technologysource.org/article/bringing_affective_behaviour_to_elearning/
• Deniz M., Avşaroğlu S., & Fidan Ö. (2006). İngilizce Öğretmenlerinin Öğrencileri Motive Etme Düzeylerinin İncelenmesi. Eğitim Fakültesi Dergisi Cilt: 7 Sayı:11 Bahar 2006, s. 61- 73.
• Devlin, B. (1997). Intelligence, Genes and Success. NewYork: Heredity Publishes
• Fraenkel, J. R., & Wallen N. E.(2006). How to Design and Evaluate Research in Education. Sixth Edition. New York: McGraw- Hill.
• Frymier, A.B. (1993). The Impact of the Teacher Immediacy on Students’ Motivation over the Course of a Semester. Paper presented at the Annual Meeting of the Speech Communication Association (79th, Miami Beach FL, November 18-21, 1993).
• Frymier, A. B., & Houser, M. L. (2000). The Teacher- Student Relationship as An Interpersonal Relationship. Eric No. EJ611047.
• Geçer, A. K. (2002). Öğretmen Yakınlığının Öğrencilerin Başarıları, Tutumları ve Güdülenme Düzeyleri üzerinde Etkisi. Summited in Partial Fulfillment of the Requirements for the Degree of Doctor of Education at Ankara University.
• Georgakopoulos, A. (2003). A Cross-Cultural Examination of Immediacy and Teacher Effectiveness. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy.
• Gilstrap, M. C. (2004). Closing in on Closeness: Teacher Immediacy as a Form of Emotion Labour. Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Phılosophy at Purdue University.
• Gorham, J. (1988). The Relationship between Verbal Teacher Immediacy Behaviours and Student Learning. Communication Education 37.
• Harper, J. (2001). The Practice of English Language Teaching. Essex: Pearson Education Limited.
• Hedge T. (2000). Teaching and Learning in the Language Classroom. China: Oxford University Press.
• Kanmaz, F. (2008). İlköğretim Birinci Kademe Öğrencilerinin Başarılarında Öğretmen Yakınlık Davranışlarını Etkisi. Summited in Partial Fulfillment of the Requirements for the Degree of Master in Social Sciences Institution, Yeditepe University.
• Kelly, C. (2004). A Review of Traditional and Current Theories of Motivation in ESL. Retrieved 04.05.2010 http://www.osaka-gu.ac.jp/php/kelly/papers/motivation.html
• Kerssen- Griep J. D. (1997). Teacher Communication adn Student Motivation to Learn: Competence as Classroom Facework. A Dissertation Submitted in Partial Fulfillment of the Requirements for the Doctor of Philosophy Degree at the University of Washington.
• Kucuk, M. (2009). Teacher Immediacy Behaviours and Participation in Computer Mediated Communication. Turkish Online Journal of Distance Education-TOJDE April 2009 ISSN 1302-6488 Volume: 10 Number: 2 Article 13.
• Kurt M., & Kurt M. (1999). Öğretmenlerin Sözel ve Sözsüz Yakınlık Davranışlarının Güdülenme ve Başarı Üzerine Etkisinin Belirlenmesi. 4. Ululsal Eğitim Bilimleri Kongresi- 1. Eskişehir: Anadolu Üniversitesi Yayınları, No: 1076.
• Lightbown P. M., & Spada N. (1999). How Languages are Learned. China: Oxford University Press.
• Malone, T. W., & Lepper, M. R. (1987). Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning. In R. E. Snow & M. J. Farr (Eds.), Aptitute, Learning and Instruction: III. Conative and affective process analyses. Hilsdale, NJ: Erlbaum.
• McDowell, E. E. (1993). An Exploratory Study of GTA’s Attitudes towards Aspects of Teaching and Teaching Styles. Paper presented at the Annual Meeting of Speech Communication Association (79th, Miami Beach, FL., November 18-21, 1993). Eric No. ED370147. Retrieved 12.05.2010 from http://www.eric.ed.gov/PDFS/ED370147.pdf
• Mehrabian, A. (1981). Silent Messages: Implicit Communication of Emotions and Attitudes. Washington: Belmond C.A. Neill, S. R. St. J. (1989). The Effects of Facial Expressions and Posture on Children’s Reported Responses to Teacher Nonverbal Communication. British Educational Research Journal, Vol. 15, No. 2.
• Orpen, C. (1994). Academic Motivation as a Moderator of the Effects of Teacher Immediacy on Student Cognitive and Affective Learning. Retrieved 12.07.2011 from http://findarticles.com/p/articles/mi_qa3673/is_n1_v115/ai_n28648919/
• Plax, T.G., Kearney, P., McCroskey, J. C., & Richmond, V.P. (1986). Power in the Classroom ˅I: Verbal Control Strategies, Nonverbal Immediacy and Affective Learning. Communication Education.35, 43- 55. Retrieved 05.05.2011 from http://www.jamescmccroskey.com/publications/133.pdf
• Pottee, N. (1998). An Examination of Cultural Influences on Teacher Immediacy on Teacher Immediacy and Student Motivation: Multiple Case Studies of Japanese High School Classrooms. A Dissertation Submitted in Partial Fulfillment of the Requirements for the Doctor of Philosophy Degree in Department of Speech Communication in the Graduate School Southern Illinois University at Carbondale.
• Richmond, V. P., Gorham J. S., & McCroskey J. C. (1987). The Relationship between Selected Immediacy Behaviours and Cognitive Learning. Communication Year Book. P: 574- 590. Retrieved 11. 02. 2010 from http://www.jamescmccroskey.com/publications/140.pdf
• Rocco, K. (2007). Student Motivations and Attitudes: The Role of the Affective Domain in Geoscience Learning. Presented in St. John's University. Retrieved 12.07.2011 from http://serc.carleton.edu/NAGTWorkshops/affective/immediacy.html
• Saechou, T.(2005). Verbal and Nonverbal Immediacy: Sex Differences and International Teaching Assistants. Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy at Louisiana State University.
• Sasson, D. (2007). An Introduction to Three Types of Motivation in Second Language Learning. Retrieved 12.07.2011 from http://www.associatedcontent.com/article/192110/an_introduction_to_three_types_of_motivation.html
• Taş, S. (2009). Öğretim Elemanlarının Sınıf İçi ve Sınıf Dışı Davranışlarının Öğretim Elemanı- Öğrenci İletişimine Yansımaları. Journal of Süleyman Demirel University Institue of Social Sciences. Year:2009/1, Number: 9. Retrieved 21.04.2011 from http://sosyalbilimler.sdu.edu.tr/PDF/yil5_sayi9_12.pdf
• Tezcan, M. (1981). Eğitim Sosyolojisine Giris. Ankara Üniversitesi Eğitim Fakültesi Yayınları No:91, Ankara.
• Thompson, C. (1992). The Relationships among Teachers’ Immediacy Behaviours, Credibility, and Social Style and Students’ Motivation and Learning: Comparisons Among Cultures. Summited in Partial Fulfillment of the Requirements for the Degree of Doctor of Education at West Virginia University.
• Tinley, S. G. (2008).Teaching with Immediacy: A Relational Study of African American Male High School Students and Their White Female Language Arts Teachers Engaged in A Journal Dialogue. Summited in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Steinhart School of Culture, Education, and Human Development, New York University.
• Valdez, A. (2010). What is the Meaning of the Descriptive Method in Research?. eHow web page. Retrieved 22.06. 2011 from http://www.ehow.com/about_6663890_meaning-descriptive-method-research_.html
• Velez, S. (2007). What Is Motivation. Retrieved 21.06.2010 from http://ezinearticles.com/?What-Is-Motivation&id=945902
• Violette, J.L.(2002). Immediately Clarifying Classroom Interactions: An Examination of Student Immediacy, Teacher Clarity, Teacher Gender and Student Gender on Student Affective, Coginitive and Behavioural Learning. Summited in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy at the University of Kentucky.
• Williams M., & Burden R. L. (1997). Psychology for Language Teachers A Social Constructivist Approach. Cambridge: Cambridge University Press.