Verbal and Nonverbal Teacher Immediacy and Foreign Language Anxiety in an Efl University Course

How teachers communicate to students is one of the crucial elements that enhance affective and cognitive learning in a foreign language learning class. This study explores the perceptions of three groups of university students on verbal and nonverbal teacher immediacy and how this might be related to a decrease in foreign language anxiety. Significant differences between the groups were found in terms of immediacy and anxiety but no direct correlations were established. However, a qualitative analysis of the students' perceptions indicated that teacher immediacy is indeed a key factor to motivate students, ease their pressure and favour their willingness to learn and participate in class.