The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding

Drawing on the rhetorical/relational goal theory, this study examined role of instructor clarity and non-verbal immediacy in affective learning through mediation understanding. Data were gathered close-ended questionnaires from 756 Chinese 715 Iranian English as a foreign language (EFL) students, factor structure cross-cultural validity which supported via confirmatory analysis testing measurement invariance, respectively. Path results indicated that positively predicted understanding learning; was significant positive mediator relationship with learning. Except for association significantly higher group, no difference found between groups all other associations, providing empirical support EFL teachers’ interpersonal communication behaviors students’ learning, irrespective cultural context.