INFLUENCES OF TEACHER IMMEDIACY ON ADULT LANGUAGE LEARNERS' THREE DOMAINS OF LEARNING: A LITERATURE REVIEW

Abstract

Over the past few decades, educational researchers and scholars have
extensively studied teacher immediacy and its multifaceted effects on learners
across various academic disciplines. While numerous studies have demonstrated
the positive correlation between teacher immediacy and student outcomes in
traditional classroom settings, there remains a need for a comprehensive
understanding of how these interpersonal behaviors specifically impact adult
language learners. The investigation examines this relationship through the lens of
three fundamental learning domains: affective, cognitive, and behavioral learning.
This paper seeks to contribute to the theoretical framework of teacher immediacy
by drawing its connections with adult language education across existing research.