Relationship between teachers’ non-verbal immediacy behaviors and students’ motivation: An evidence from Pakistani ESL classrooms

Abstract

This study focused on finding the relationship, which might exist, between non-verbal immediacy behaviors of teachers and students‟ motivation in Pakistani ESL classrooms. The study adopted a quantitative survey design for which questionnaire was developed for data collection purposes. The researchers focused on finding answer to how do students perceive their respective teachers‟ nonverbal behaviour in Pakistani ESL classes, and whether any relationship exists between teachers‟ non-verbal immediacy behavior and students‟ class motivation. Sample of the research study consisted of university students in order to ascertain the afore-mentioned relationship in ESL classrooms. Findings of the study show that there exist both motivating and de-motivating factors which have strong relationship with teachers‟ non-verbal immediacy behaviors. Students‟ perceptions of teacher‟s immediacy behaviors are positively connected with student‟s class motivation. In light of the findings, the study has suggested some recommendations regarding teachers‟ immediacy role in the motivation of their students.