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Communication Studies Volume 63, 2012 - Issue 4
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Original Articles

Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?

Jeff Kerssen-Griep Department of Communication Studies, University of PortlandCorrespondence[email protected]
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Paul L. Witt Department of Communication Studies, Texas Christian UniversityView further author information
Pages 498-517 | Published online: 10 Aug 2012

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Brandi N. Frisby, Daniel H. Mansson & Caroline Giraudeau. (2023) The influence of French instructors’ rhetorical and relational communication on students’ instructional beliefs, behaviors, and perceived learning. Communication Education 0:0, pages 1-18.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2022) Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence. School Psychology Review 0:0, pages 1-26.
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Matt Shin & Zac D. Johnson. (2021) From student-to-student confirmation to students’ self-determination: an integrated peer-centered model of self-determination theory in the classroom. Communication Education 70:4, pages 365-383.
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Elena Shvidko. (2021) Relating through instructing: affiliative interactional resources used by the teacher when giving feedback on student work. Classroom Discourse 12:3, pages 233-254.
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Mohammad Amiryousefi & Renata Geld. (2021) The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education. Innovation in Language Learning and Teaching 15:1, pages 13-25.
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Nimrod Delante. (2020) Classroom Teaching as an Intercultural Communication Phenomenon: A Thematic Analysis of a Foreign Teacher’s Rhetorical Practices as Communication Dynamic. Journal of Intercultural Communication Research 49:6, pages 536-568.
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Heather J. Carmack & Leah E. LeFebvre. (2019) “Walking on eggshells”: traversing the emotional and meaning making processes surrounding hurtful course evaluations. Communication Education 68:3, pages 350-370.
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Chris R. Sawyer, Delwin E. Richey & Karley A. Goen. (2019) Regulatory fit explains the effects of speech grades on students’ intended effort. Communication Education 68:2, pages 156-174.
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Alexis A. Hadden & Brandi N. Frisby. (2019) Face Threat Mitigation in Feedback: An Examination of Student Feedback Anxiety, Self-Efficacy, and Perceived Emotional Support. Communication Quarterly 67:1, pages 60-75.
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Cathlin V. Clark-Gordon, Nicholas D. Bowman, Evan R. Watts, Jaime Banks & Jennifer M. Knight. (2018) “As good as your word”: face-threat mitigation and the use of instructor nonverbal cues on students’ perceptions of digital feedback. Communication Education 67:2, pages 206-225.
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Zachary W. Goldman, Alan K. Goodboy & Keith Weber. (2017) College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory. Communication Quarterly 65:2, pages 167-191.
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Rebecca J Bartlett Ellis, Anna F Carmon & Caitlin Pike. (2016) A review of immediacy and implications for provider–patient relationships to support medication management. Patient Preference and Adherence 10, pages 9-18.
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Keri K. Stephens & Gabriel E. Pantoja. (2016) Mobile devices in the classroom: learning motivations predict specific types of multicommunicating behaviors. Communication Education 65:4, pages 463-479.
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Benjamin Brummernhenrich & Regina Jucks. (2016) “He shouldn't have put it that way!” How face threats and mitigation strategies affect person perception in online tutoring. Communication Education 65:3, pages 290-306.
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Zachary W. Goldman & Maria Brann. (2016) Motivating College Students: An Exploration of Psychological Needs from a Communication Perspective. Qualitative Research Reports in Communication 17:1, pages 7-14.
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Gregory A. Cranmer & Alan K. Goodboy. (2015) Power Play: Coach Power Use and Athletes' Communicative Evaluations and Responses. Western Journal of Communication 79:5, pages 614-633.
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Jeff Kerssen-Griep & Paul L. Witt. (2015) Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?. Communication Education 64:1, pages 1-24.
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Brandi N. Frisby, Alan K. Goodboy & Marjorie M. Buckner. (2015) Students' Instructional Dissent and Relationships with Faculty Members' Burnout, Commitment, Satisfaction, and Efficacy. Communication Education 64:1, pages 65-82.
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Flaviu Hodis & Georgeta M. Hodis. (2015) Expectancy, Value, Promotion, and Prevention: An Integrative Account of Regulatory Fit vs. Non-fit with Student Satisfaction in Communicating with Teachers. Annals of the International Communication Association 39:1, pages 339-370.
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JaysonL. Dibble. (2014) Breaking Good and Bad News: Face-Implicating Concerns as Mediating the Relationship Between News Valence and Hesitation to Share the News. Communication Studies 65:3, pages 223-243.
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PaulL. Witt, Paul Schrodt, VirginiaE. Wheeless & MeaganC. Bryand. (2014) Students' Intent to Persist in College: Moderating the Negative Effects of Receiver Apprehension with Instructor Credibility and Nonverbal Immediacy. Communication Studies 65:3, pages 330-352.
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Laura Trad, James Katt & Ann Neville Miller. (2014) The Effect of Face Threat Mitigation on Instructor Credibility and Student Motivation in the Absence of Instructor Nonverbal Immediacy. Communication Education 63:2, pages 136-148.
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Brandi N. Frisby, Erin Berger, Molly Burchett, Emina Herovic & Michael G. Strawser. (2014) Participation Apprehensive Students: The Influence of Face Support and Instructor–Student Rapport on Classroom Participation. Communication Education 63:2, pages 105-123.
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Adi Mendler & Dana Vedder-Weiss. (2023) Facework in teacher collaborative learning: Does choice of classroom representation matter?. Teaching and Teacher Education 136, pages 104339.
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Joe Olsen, Debbie Andres, Nicolette Maggiore & Charles Ruggieri. (2023) Characterizing social behavior patterns in teaching assistant interactions with students. Physical Review Physics Education Research 19:2.
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Hilal Ergül. (2021) The Case for Smiling? Nonverbal Behavior and Oral Corrective Feedback. Journal of Psycholinguistic Research 52:1, pages 17-32.
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Zeinab Azizi. (2022) Fairness in assessment practices in online education: Iranian University English teachers’ perceptions. Language Testing in Asia 12:1.
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Yen-Jung Chen & Liwei Hsu. (2022) Enhancing EFL Learners’ Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How. Behavioral Sciences 12:7, pages 227.
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Ruiyun Sun. (2022) EFL Learners' Perceptions of Classroom Justice: Does Teacher Immediacy and Credibility Matter?. Frontiers in Psychology 13.
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Alba Milà-Garcia. (2022) Desacuerdo, atenuación y empatía en tutorías universitarias. Círculo de Lingüística Aplicada a la Comunicación 90, pages 225-236.
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Hilal Ergül. (2021) Mitigating oral corrective feedback through linguistic strategies and smiling. Journal of Pragmatics 183, pages 142-153.
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Yanzhi Meng. (2021) Fostering EFL/ESL Students' State Motivation: The Role of Teacher-Student Rapport. Frontiers in Psychology 12.
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Wei Liu. (2021) Does Teacher Immediacy Affect Students? A Systematic Review of the Association Between Teacher Verbal and Non-verbal Immediacy and Student Motivation. Frontiers in Psychology 12.
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Ryan Goke, Maranda Berndt & Kenneth Rocker. (2021) Classroom Culture When Students are Reluctant to Learn Online: Student Dissent Behaviors Explained by Their Self-Efficacy, Control of Learning, and Intrinsic Motivation. Frontiers in Communication 6.
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Chulakorn Aritajati & Mary Beth Rosson. 2021. Diversity, Divergence, Dialogue. Diversity, Divergence, Dialogue 248 267 .
Kyle R. Vareberg, Zhenyang Luo, David Westerman, Melissa Bartels & Peter Lindmark. (2020) For a good class, email: Technologically-mediated out-of-class communication and instructional outcomes. The Internet and Higher Education 47, pages 100761.
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Hadar Netz. (2020) The case of the non-missing “no”: Implications of extensive direct repair on tutor-learner interactions. Linguistics and Education 57, pages 100814.
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Nora A. McIntyre, Kees Tim Mulder & M. Tim Mainhard. (2020) Looking to relate: teacher gaze and culture in student-rated teacher interpersonal behaviour. Social Psychology of Education 23:2, pages 411-431.
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Ken Hyland & Fiona Hyland. 2019. Feedback in Second Language Writing. Feedback in Second Language Writing 1 22 .
Gavin T. L. Brown & Lois R. Harris. 2018. The Cambridge Handbook of Instructional Feedback. The Cambridge Handbook of Instructional Feedback 97 120 .
Elena Shvidko. (2018) Writing conference feedback as moment-to-moment affiliative relationship building. Journal of Pragmatics 127, pages 20-35.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2018) Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond. Studies in Educational Evaluation 56, pages 164-181.
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Nora A. McIntyre, M. Tim Mainhard & Robert M. Klassen. (2017) Are you looking to teach? Cultural, temporal and dynamic insights into expert teacher gaze. Learning and Instruction 49, pages 41-53.
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Jon D. H. Gaffney & Amy L. Housley Gaffney. (2016) Student satisfaction in interactive engagement-based physics classes. Physical Review Physics Education Research 12:2.
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