The purposes of this research were two-fold: first, to see whether or not lecturers’ immediacy behaviors linearly related their students’ Willingness Communicate (WTC); second, determine which behavior (Verbal Nonverbal) predominantly impacted on WTC. To achieve the purposes, two types questionnaires utilized, 1) WTC and 2) immediacy. Later, participants asked choose 1–5 scales question item. T...

Nonverbal behavior coding is typically conducted by ‘‘hand’’. To remedy this time and resource intensive undertaking, we illustrate how nonverbal social sensing, defined as the automated recording and extracting of nonverbal behavior via ubiquitous social sensing platforms, can be achieved. More precisely, we show how and what kind of nonverbal cues can be extracted and to what extent automated...

Research in the United States has found a strong and consistent relationship between teacher behavior and learning. Data collected from American college students indicate that perceptions of teacher nonverbal immediacy (NVI) are associated with students' feelings toward learning and perceptions of cognitive learning. The purposes of this study were to accomplish the following: (1) develop stand...

This experiment tested a communication accommodation theory (CAT) explanation for the effects of speaker speech rate on compliance with a request for help. It was predicted that communicators' speech rate similarity increases social attractiveness and creates relational obligations to comply. Nine speech rates were presented to assess preferences for speech rate and speech rate similarity. Four...

Teacher immediacy has been a widely studied construct with the overall finding that being immediate is good. Verbal and nonverbal immediacy has been associated with increased motivation to study and learning. The most common methodology used to measure teacher immediacy has been student reports. An underlying assumption of this methodology is that students are able to objectively observe and re...