Effects of Teacher Immediacy Behaviours on Students' Motivation towards Language Learning

Y

9

Learning Motivation; Student Motivation; Second Language Learning; Second Language Instruction; Scores; Gender Differences; Foreign Countries; International Education; Teacher Behavior; Departments; Student Attitudes; Teacher Attitudes; College Faculty; College Students; Language Proficiency; Teacher Student Relationship; English (Second Language)

1300-915X

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.

As Provided

2020

EJ1243607