Teacher Immediacy: The Relationship with Perceived Learning and Student Outcomes in the US International Classroom
Abstract: This study employed a causal comparative research design to determine if a relationship existed between international students’ perceptions of teacher immediacy, perceived learning, and achievement as measured by end of course grades in U.S. graduate courses. Preliminary analysis showed a statistically significant negative relationship between teacher immediacy and end of course grades, no relationship between perceived learning and end of course grades, and a statistically significant positive relationship between teacher immediacy and perceived learning. These findings are somewhat contrary to previous research findings, thus demonstrating the unique characteristics and needs of international students and holding important implications to the design and delivery of graduate level courses for the international student population.