Immediacy behavior of teachers and students' learning motivation in English

Abstract

This study determined which domain of teachers' immediacy significantly influenced the learning motivation of students in English of Kauswagan National High School. It applied the quantitative non-experimental research design using correlational technique, with 179 students from grade 7 to grade 10 as the respondents. The researcher adapted and modified questionnaires both for immediacy behavior and learning motivation. Mean, Pearson r, and Regression were used to statistically treat the gathered data. Results revealed that the level of immediacy behaviors of English teachers were high where both indicators verbal and non-verbal immediacies are high. The study revealed moderate learning motivation in English as perceived by the students. Further, it also showed a very high students' motivation in terms of selfefficacy and learning value, high in terms of active learning strategies and performance goal, moderate in terms of achievement goal but low in terms of learning environment stimulation. The study also unveiled that immediacy behaviors of teachers are significantly related to students' learning motivation. The overall result disclosed that immediacy behaviors of English teachers significantly influenced the students' learning motivation in English. However, as it came out in the study, the domain that influences students' learning motivation is verbal immediacy alone. Keywords: education, immediacy behaviors, learning motivation, Philippines