Abstract:

The present study aimed at investigating students’ perceptions of teachers’ nonverbal immediacy behaviors in ESL classes of Pakistani universities. In order to examine students’ perceptions of their teachers’ nonverbal immediacy behaviors, quantitative data was collected through questionnaires followed by qualitative analysis of interviews. A sample of 51 students was taken from a public sector university in Pakistan. 38 nonverbal behaviors of teachers were listed by the researcher which prompted the students to consider these behaviors as contributing to their: motivation, or de-motivation, or not contributing to either at all. Findings revealed that nonverbal behaviors that were perceived as motivating reflected immediacy while behaviors which reflected no immediacy or were non-immediate were perceived as de-motivating. Findings suggest that students feel more motivated towards learning English when the teacher utilizes behaviors such as eye contact, body gestures, listens patiently to students, has relaxed body position/facial expressions, sits/stands close to students, and move around in classroom while teaching. Whereas teacher’s tensed face, frowning at students, moving, or acting nervously in a class, tense body position, in a rush/hurry, and having tough/ stern impression were regarded as non-immediate and so de-motivating nonverbal teachers’ behaviors.

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