The relationship of teacher clarity and teacher immediacy with students’ experiences of state receiver apprehension

Student views of instructor-student rapport in the college classroom

“…This finding supports past research that behaviors such as clarity can enhance learning (e.g. Chesebro & McCroskey, 1998). Participants in the study wanted to have clear expectations and feedback from instructors.…”

Integrating Nonnatives as Teachers: Patterns and Perceptions of Compliance-Gaining Strategies

“…More specifically, nonverbal behaviors such as immediacy, clarity, and openness, are strong predictors of student perceptions of instruction for both native and nonnative teachers. These conclusions support the findings of other research that nonverbal communication patterns of teacher clarity, immediacy, assertiveness, and responsiveness generally lead to more positive student evaluations of teacher effectiveness (Chesebro, 1998;Chesebro, & McCroskey, 2001;McCroskey, Richmond, Sallinen, Fayer, & Barraclough, 1995;McCroskey & Sallinen, 1996;Thomas, Richmond, & McCroskey, 1994). Hence, it appears that nonnative teachers who come from cultures that do not favor these nonverbal communication styles might suffer from an inherent bias in student evaluations.…”

The Scholarship of Teaching and Learning: Contributions from the Discipline of Communication

“…Clear teaching is fluent, in a language understandable to the students, and adapted to the comprehension level of the students (Chesebro, 1999). Students who have teachers who communicate clearly are more motivated, pay more attention to the teacher, report more positive affect for the subject matter, are less apprehensive about receiving instruction, and see the teacher as more credible and a better teacher (Chesebro & McCroskey, 1998;Sidelinger & McCroskey, 1997). They also learn more cognitive material in the course (Chesebro & McCroskey, 2001).…”