THE STUDY OF TEACHER IMMEDIACY BEHAVIORS AND ITS IMPACT ON STUDENTS’ ATTITUDE IN ENGLISH AS A FOREIGN LANGUAGE (EFL) SECONDARY CLASS

Abstract

This study aimed to compare the relation between teacher immediacy behaviors and students’ attitude toward learning English. Study students’ and English teachers’ opinions toward teacher immediacy behaviors and also students’ attitude toward learning English by classifying related factors. The samples were 1,700 students and 330 English teachers in schools under the Bangkok Metropolitan, the Office of Secondary Educational Service Area 1 and Area 2. Multi-stage Sampling was used. Research tools for this study were online questionnaires for the students with 72 items and for the teachers with 42 items. The data were analyzed by mean, standard deviation, percentage, frequency, Pearson’s product moment correlation, one-way analysis of variance, T-test (Independent), Scheffe’s test and LSD test. The results showed that students’ opinion as well as English teachers’ opinion toward teacher immediacy behaviors were at ‘high’ level. While only students’ attitude toward learning English is at ‘moderate’ level. It is to say that there was significant positive correlation between teacher immediacy behaviors and students’ attitude in learning English at a .05 significance level. Gender, age, and school size are factors that affected students’ opinion toward teacher immediacy behaviors while gender, age, English grade point average, school size, and school cluster affected students’ attitude toward learning English. Meanwhile, factors that affected teachers’ opinion included gender, and school size.