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Brummernhenrich, Benjamin; Jucks, Regina – Communication Education, 2016
Instructional strategies such as prompts, requests for clarification, and explicit feedback counter social desires of autonomy and appreciation, i.e., they threaten the face of their receiver. We report an online experiment on how readers perceive instructional face threats and what they accept as appropriate. One hundred and twenty-three…
Descriptors: Online Courses, Teacher Student Relationship, Educational Technology, Nonverbal Communication
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Zhang, Qin; Oetzel, John G.; Gao, Xiaofang; Wilcox, Richard G.; Takai, Jiro – Communication Education, 2007
Cross-cultural validity of teacher immediacy scales is a constant concern in instructional communication research. The present study examines the validity of two existing teacher immediacy scales: the Revised Nonverbal Immediacy Measure (RNIM) and the Chinese Teacher Immediacy Scale (CTIS) in U.S., Chinese, German, and Japanese cultures. Results…
Descriptors: Foreign Countries, Validity, Factor Analysis, Communication Research
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Zhang, Qin – Communication Education, 2007
The present study was designed to investigate teacher misbehaviors as learning demotivators across four cultures: the U.S., China, Germany, and Japan. Three major findings were reported: (1) teachers across cultures all were perceived to misbehave infrequently, with only slight variations found across cultures; (2) teachers across cultures were…
Descriptors: Foreign Countries, Cultural Differences, Teacher Behavior, Student Motivation
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Roach, K. David; Byrne, Paul R. – Communication Education, 2001
Addresses patterns and influence of student perceptions of instructor power use, affinity-seeking, and nonverbal immediacy in American and German classrooms. Notes that American instructors were seen to be higher in power use, affinity-seeking, and nonverbal immediacy than German instructors. Concludes that the influence of instructor referent…
Descriptors: Comparative Analysis, Cultural Differences, Foreign Countries, Higher Education