Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout

To expand the literature on rather new concept of student burnout, present study examined influence teacher immediacy and stroke variables English as a Foreign Language (EFL) students’ experience burnout. fulfill this aim, group 631 undergraduate EFL students from various universities in Iran answered questionnaires including Immediacy Behavior Scale, Student Stroke Maslach Burnout Inventory-Student Survey. The results confirmatory factor analysis (CFA) burnout scales demonstrated validity two Iranian context. Subsequently, Pearson multiple correlation coefficients structural equation modeling (SEM) were used to analyze data. It was found that subscales negatively significantly correlated with subscales. Moreover, indicated variables, combination their subscales, could predict On whole, it can be concluded concepts, characterized positive interpersonal communication behaviors enhancing rapport interaction between contexts, are potential preventers negative student-related outcomes such