Immediacy in the classroom: Student immediacy

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Abstract
A body of literature produced through the decades overwhelmingly supports the assertion that nonverbal immediacy plays a vital role in communication. The present study reviewed a substantial portion of the nonverbal immediacy research focusing primarily on communication in the classroom. Research has shown that teacher nonverbal immediacy in the classroom context produces positive learning outcomes for students. The present study examined perceived student nonverbal immediacy behaviors in the classroom with regard to their potential relationship with teachers level of positive affect toward those students. The results of this research found that teachers who perceived their students to be more nonverbally immediate with them in their classrooms expressed more positive affect for the students than did teachers who perceived their students as engaging in less nonverbally immediate behaviors.