Abstract:
Teacher immediacy is a key element in classroom interaction.It pertains to both verbal and
nonverbal immediacy behaviours. The present study investigates the relationship between
teachers’ immediacy behaviours and learners’ motivation. It aims at identifying the use of
teachers’ immediacy in English as a foreign language classroom and its relationship with
learners’ motivation. That is, the study attempts to explore the nexus between teachers’
verbal and nonverbal immediacy behaviours and their learners’ motivation in learning
English as a foreign language. To achieve the aim of the research, a non-experimental
exploratory study was conducted. A correlational research design was opted for, in which
60 first-year undergraduate students of English were involved. Two instruments of data
collection were used: a questionnaire directed to 60 (out of 236) randomly selected
students, and a classroom observation conducted in Oral Expression classes
