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Achieving immediacy with written cues.(Report)
Abstract
Research indicates non-verbal teacher immediacy influences student motivation and affective learning. Verbal immediacy has also been studied but generally as a parallel channel to nonverbal immediacy. One question remains: Can immediacy be achieved via written cues? The present study placed students in a scenario where they received written feedback that was cast in either an "immediate/provisional" or a "non-immediate/certain" form. Participants receiving the immediate/provisional critique reported higher motivation and affect toward the instructor than those who received non-immediate/certain critiques.
Introduction
A substantial ...
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