Communication immediacy: the behaviors and perception in a Thai instructional context

Abstract

This study investigated instructors’ immediacy behaviors and students’ perceptions of the effectiveness of the instructors’ immediacy behaviors in inducing their perceived immediacy in a Thai university. The participants were 234 Thai students and two instructors from a university in northern Thailand. The data collection was conducted through the direct observation, survey questionnaires, and focus-group interviews.

The findings revealed that instructors employed immediacy behaviors at varying frequencies. Students perceived the effectiveness of the immediacy behaviors of their instructors in inducing their perceived immediacy which would result in reducing interpersonal distance. The study highlighted the significant role of cultural background in shaping the utilization of specific immediacy behaviors. Factors such as the influence of a low-contact culture, collectivism, and power distance were observed. These findings underscore the importance of considering communication immediacy in teaching. Teachers should be able to select effective and culturally appropriate immediacy behaviors to foster positive relationships with their students. Such positive teacher-student relationships can contribute to increased student engagement in learning activities and provide support for their academic achievement.