Teacher nonverbal immediacy behaviors and student‐perceived cognitive learning in Japan

Abstract

This study extends previous teacher nonverbal immediacy research. A culturally adapted revised nonverbal immediacy measurement instrument (CARNIM) was created and administered to Japanese students at a college in Tokyo. Results suggest that Japanese students’ responses to teacher nonverbal immediacy are similar to those of Euro‐American students in previous studies. Japanese students’ perceived cognitive learning scores correlated strongly with teacher nonverbal immediacy behaviors. Study results also indicate that (1) culture‐specific nonverbal immediacy behaviors may be useful intercultural teaching vehicles, and (2) culturally adapting an instrument prior to translation may be key to effective intercultural research.