ArticleBMC psychology2023
The predicting role of EFL teachers' immediacy behaviors in students' willingness to communicate and academic engagement.
Article in BMC psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.
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Who cites it
21 citing papers in PubMed.
- Multidimensional determinants of generative AI acceptance in foreign language education.Scientific reports · 2026Article
- A study on the correlation between the perception of intelligent college English learning environments and the willingness to communicate in listening, speaking, reading, and writing.Frontiers in psychology · 2026Article
- Effects of gamification on the engagement and translation proficiency of the Chinese EFL learners: a case of Quizizz.Frontiers in psychology · 2026Article
- Chinese students' L2 classroom engagement in college: Perceived teacher support, value beliefs and self-monitoring.PloS one · 2026Article
- Interpersonal satisfaction and classroom silence in Chinese universities: the mediating role of social anxiety.Frontiers in psychology · 2026Article
- Exploring Chinese EFL teachers' perceptions and experiences of positive psychology use in language education: benefits, challenges, and requirements disclosed.BMC psychology · 2025Article
- Mediating role of students' self-assessment in the relationships among EFL students' L2 grit, motivation, and willingness to communicate.BMC psychology · 2025Article
- Formation mechanisms of primary school teachers' verbal immediacy behaviors in smart classroom environments.BMC psychology · 2025Article
- Emotional intelligence and holistic student development: an assessment of psychological and social efficacy in vocational university English education.Frontiers in psychology · 2025Article
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- The role of teacher-student developmental relationships in linking communicative language teaching and communicative competence.Frontiers in psychology · 2025Article
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- The interrelationships between Chinese learners' trait emotional intelligence and teachers' emotional support in learners' engagement.BMC psychology · 2024Article
- Interconnected factors in EFL engagement: classroom climate, growth mindset, and achievement goals.Frontiers in psychology · 2024Article
- Chronic impacts of natural infrastructure on the physical and psychological health of university students during and after COVID-19: a case study of Chengdu, China.Frontiers in public health · 2024Article
- Chinese students' perceptions of social networks and their academic engagement in technology-enhanced classrooms.Heliyon · 2023Article
- The contribution of mindfulness in the association between L2 learners' engagement and burnout.Heliyon · 2023Review
- The role of teacher empathy and immediacy in Chinese EFL students' affective learning outcomes: unveiling the associations.Frontiers in psychology · 2023Article
- Teachers as the agent of change for student mental health: the role of teacher care and teacher support in Chinese students' well-being.Frontiers in psychology · 2023Article
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2 authors.
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Abstract
backgroundTeacher-student interactions and proximity have been shown influential in second/foreign (L2) education. However, the role of L2 teachers' immediacy behaviors on students' willingness to communicate (WTC) and academic engagement remains relatively unexamined in the context of English as a foreign language (EFL). PURPOSE: This study intended to examine the association among EFL teachers' immediacy behaviors and students' WTC and engagement.
methodsIn this quantitative study, three online questionnaires were completed by 400 Chinese EFL students in different universities out of which 364 were valid.
resultsThe results of statistical analysis and structural equation modeling (SEM) indicated that teachers' immediacy behaviors (verbal, nonverbal) had a highly significant influence on EFL students' WTC (ß=0.89, p = .000) and academic engagement (ß=0.71, p = .000). It was also revealed that teachers' immediacy could predict 89% and 71% of variances in students' WTC academic engagement, respectively.
conclusionsBased on the results, I could be concluded that EFL teachers' interpersonal communication abilities (e.g., immediacy) foster the establishment and growth of other positive outcomes among learners. IMPLICATIONS: The study presents some conclusions and practical implications for EFL teachers, materials developers, and trainers to integrate the nonverbal cues of L2 communication into their practices. Such practices have the potential to enhance students' willingness to communicate (WTC) and improve academic engagement.
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