The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning

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 relationship between college student information‐seeking behaviors and perceived instructor verbal behaviors

“…Clear instructors provide students with definitions, examples, and feedback; ask questions; and use a variety of organizational and structural tools (Chesebro, 1999;Civikly, 1992;Simonds, 1997b). When instructors are perceived as being clear, students report lower levels of state receiver apprehension (Chesebro & McCroskey, 1998 as well as greater recall of course content (Chesebro, 2000) and increased state motivation (Chesebro & McCroskey, 2000). Clear instructors are also perceived to be nonverbally immediate, assertive, and responsive (Sidelinger & McCroskey, 1997).…”

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

“…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).…”