Ứng dụng cử chỉ thân thiện của giáo viên vớI sinh viên năm nhất ở felte ulis vnu và tác động của nó

Ứng dụng cử chỉ thân thiện của giáo viên vớI sinh viên năm nhất ở felte ulis vnu và tác động của nó Ứng dụng cử chỉ thân thiện của giáo viên vớI sinh viên năm nhất ở felte ulis vnu và tác động của nó Ứng dụng cử chỉ thân thiện của giáo viên vớI sinh viên năm nhất ở felte ulis vnu và tác động của nó luận văn tốt nghiệp,luận văn thạc sĩ, luận văn cao học, luận văn đại học, luận án tiến sĩ, đồ án tốt nghiệp luận văn tốt nghiệp,luận văn thạc sĩ, luận văn cao học, luận văn đại học, luận án tiến sĩ, đồ án tốt nghiệp

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION  GRADUATION PAPER THE USE OF NONVERBAL IMMEDIACY BEHAVIORS IN THE FIRST-YEAR ENGLISH CLASSROOMS AT FELTE, ULIS, VNU AND ITS INFLUENCE Supervisor: Trần Hoài Phương (PhD) Trần Thị Thanh Phúc (MA) Student: Bùi Lệ Hương Course: QH2012.F1.E1 HÀ NỘI - 2016 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH  KHÓA LUẬN TỐT NGHIỆP ỨNG DỤNG CỬ CHỈ THÂN THIỆN CỦA GIÁO VIÊN VỚI SINH VIÊN NĂM NHẤT Ở FELTE, ULIS, VNU VÀ TÁC ĐỘNG CỦA NÓ Supervisor: Trần Hoài Phương (PhD) Trần Thị Thanh Phúc (MA) Student: Bùi Lệ Hương Course: QH2012.F1.E1 HÀ NỘI - 2016 ACCEPTANCE I hereby state that I: Bùi Lệ Hương, class: E1K46 , being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Bùi Lệ Hương Hanoi, June 9th, 2016 ACKNOWLEDGEMENT I wish to express my gratitude towards my supervisors, Ms Phuong Hoai Tran and Ms Phuc Thi Thanh Tran, for their great support, invaluable feedback, and variable sources of useful materials I would like to give my special thanks to the teachers in my multiple-case study for their willingness to take part in the research as well as their sincere cooperation during the data collection process My gratefulness is delivered to all beloved students in the two classes that I observed, who spent their precious time completing my questionnaires in details without any resistance I also express my appreciation to the six students accepting to attend my interview They not only answered my questions whole-heartedly but also shared with me interesting opinions related to the study Finally, my thanks also go to Ms Thuy Hong Hoang and Ms Minh Nguyet Nguyen for their continual encouragement and professional instructions i ABSTRACT Teacher nonverbal immediacy is a valuable pedagogical instrument which helps building a positive teacher-student relationship However, while the topic has long been thoroughly studied in the West, it has not received adequate attention to in Asian contexts, particularly in EFL classes in Vietnam For this reason, the research was carried out with the hope to fill the gap The main objectives of the study are to figure out the frequently used nonverbal immediacy behaviors of teachers at first-year classrooms, as well as teachers‟ and first-year students‟ perceptions of its influences A multiple-case study was utilized with the participation of two first-year English teachers and their students to investigate the problem The data was collected through the three sources: questionnaires, interviews, and observations Descriptive and content methods were used to analyze the data collected Comparisons between the two cases were also made The research discovered the nonverbal immediacy behaviors which were often used by the teachers belong to kinesics, paralanguage, and proxemics types In terms of the tool‟s impact, both teachers and students believed that nonverbal immediacy helps create a pleasant learning environment and increase students‟ affection towards their teachers As a result, students become more interested in the subject and willingly participate in in-class activities and comply with their teachers‟ demand Moreover, immediate teachers are also evaluated highly by their students ii TABLE OF CONTENTS TABLE OF CONTENTS PAGE Acknowledgements I Abstract ii Table of contents iii-v List of figures, tables and abbreviations vi CHAPTER I: INTRODUCTION Statement of the problem and rationale for the study 1-2 Aims and objectives of the study Methods of the study Significance of the study Scope of the study Organization of the study CHAPTER II: LITERATURE REVIEW Immediacy 1.1 Conceptual definition 1.2 Forms of immediacy 5-6 Types of nonverbal immediacy 2.1 Kinesics 2.2 Proxemics 2.3 Haptics 2.4 Chronemics 2.5 Physical appearance 2.6 Paralanguage 6-7 The influence of nonverbal immediacy in teaching 3.1 The influence of nonverbal immediacy on students 3.1.1 Psychological impact 9-10 3.1.2 Affective impact 10-11 iii 3.1.3 Instructional impact 11 3.1.4 Behavioral benefits 12 3.2 Influence of nonverbal immediacy on teachers 12-13 CHAPTER III: METHODOLOGY Introduction 14 Sampling and participants 2.1 14-15 Case 2.1.1 The teacher 15 2.1.2 The students 15 2.2 Case 2.2.1 The teacher 16 2.2.2 The students 16 Data collection instruments 3.1 Questionnaire 3.1.1 Questionnaire for teachers 16-17 3.1.2 Questionnaire for students 17 3.2 Observation 3.3 Interview 18 3.3.1 Teachers 18-19 3.3.2 Students 19 Data collection procedures 19-21 Data analysis procedures 21 CHAPTER IV: FINDINGS Case 1.1 Frequency of teacher nonverbal immediacy 22-27 1.2 Perception of the teacher about the influence of 27-30 nonverbal immediacy 1.3 Perception of the students about the influence of iv 30-34 nonverbal immediacy Case 2.1 Frequency of teacher nonverbal immediacy 34-39 2.2 Perception of the teacher about the influence of 39-42 nonverbal immediacy 2.3 Perception of the students about the influence of 42-46 nonverbal immediacy CHAPTER V: CROSS-CASE ANALYSIS, DISCUSSION AND CONCLUSION Cross-case analysis and discussion 1.1 Research question 47-49 1.2 Research question 49-51 1.3 Research question 51-53 Conclusion 53-54 Limitations of the study and suggestions for further research 55 REFERENCES 56-60 APPENDICES 61-72 v LIST OF FIGURES, TABLES, AND ABBREVIATIONS Table Table Table Table Table Table Table Table Table Table 10 LIST OF TABLES Nonverbal immediacy behaviors Comparison of nonverbal immediacy scores between Dung and her first-year students Influence of teacher‟s nonverbal immediacy perceived by Dung Influence of Dung's nonverbal immediacy perceived by class A Comparison of nonverbal immediacy scores between Ly and her first-year students Influence of teacher‟s nonverbal immediacy perceived by Ly Influence of Ly‟s nonverbal immediacy as perceived by class B Comparison of nonverbal immediacy scores between the two cases Comparison between Dung‟s and Ly‟s perceptions of nonverbal immediacy influence Comparison between Class A‟s and Class B‟s perceptions of nonverbal immediacy impact LIST OF ABBREVIATIONS FELTE: Faculty of English Language Teacher Education ULIS: University of Languages and International Studies VNU: Vietnam National University EFL: English as a foreign language NIB: Nonverbal immediacy behaviors vi PAGES 10 24 28 32 36 40 44 48 50 52 CHAPTER I: INTRODUCTION Statement of the problem and rationale for the study Among contributors to a successful teaching and learning process, a close relationship between teachers and students is of vital importance, as it not only motivates learners‟ willingness to participate in class activities (Hughes & Chen, 2011), but also facilitate affective and cognitive learning in the classroom (Richmond, McCroskey, & Hickson, 2007) One strategy to develop a positive teacher-student relationship is the application of immediacy (Richmond, McCroskey, & Hickson, 2007) Immediacy, composed of verbal and nonverbal behaviors, is one of the behaviors which reduce “psychological distance between communicators” (Mehrabian, 1971, as cited in Zhang & Sapp, 2008) This study focuses on the utilization of nonverbal immediacy behaviors (NIB) in the classroom NIB are classified into six categories, namely kinesics, proxemics, haptics, chronemics, physical appearance and paralanguage (Quinlisk, 2008) Numerous empirical researches have supported that teacher‟s NIB have positive influence on students‟ motivation, affective and cognitive learning (Christophel, 1990; Rodriguez, Plax, & Kearney, 1996) Furthermore, immediate teachers are believed to have more “referent, respect or liking power” to reduce “student resistance to instructors‟ attempts to influence or modify behavior” (Richmond, McCroskey, & Hickson, 2007, p 283) Thus students have the tendency to “comply with or conform to the wishes of the more immediate teachers” (Richmond, McCroskey, & Hickson, 2007, p 284), making the task of classroom management less difficult Finally, nonverbal immediacy is proved to positively affect students‟ evaluation of their teachers (McCroskey, Richmond, Sallinen, Fayer, & Barraclough, 1995) Overall, nonverbal immediacy is a beneficial tool in the classroom for both teachers and students Nevertheless, the application of NIB in English as a Foreign Language (EFL) classroom has received inadequate attention, considering the small number of related researches conducted (e.g., Myers, Zhong, & Guan, 1998; Park, Lee, Yun, between nonverbal immediacy and teacher evaluation Communication education, 44, 281-291 Mehrabian, A (1967) Attitudes inferred from non-immediacy of verbal communications Journal of Verbal Learning and Verbal Behavior, 6, 294295 Mehrabian, A & Ferris, S R (1967) Inference of Attitudes from Nonverbal Communication in Two Channels Journal of Consulting Psychology, 31(3), 248–252 Mehrabian, A (1969) Some referents and measures of nonverbal behavior Behavioural Research Methods and Instrumentation, 1, 213-217 Mehrabian, A., & Ksionzky, S (1970) Models for affiliative and conformity behavior Psychological Bulletin, 74, 110-126 Mehrabian, A (1971) Silent messages Belmont CA: Wadswonh Mehrabian, A (1981) Silent messages: Implicit communication of emotions and attitude (2nd ed.) Belmont, CA: Wadsworth Messman, S J., & Jones-Corley, J (2001) Effects of communication environment, immediacy, & communication apprehension on cognitive and affective learning Communication Monographs, 68, 184-200 Mottet, T P., Parker-Raley, J., Cunningham, C., Beebe, S A., & Raffeld, P C (2006) Testing the neutralizing effect of instructor immediacy on student course workload expectancy violations and tolerance for instructor unavailability Communication Education, 55, 147-166 Myers, S A., Zhong, M., & Guan, S (1998) Instructor immediacy in the Chinese college classroom Communication Studies, 49(3), 240-254 Nunan, D (1998) Research methods in language learning Cambridge:Cambridge University Press Özmen, K S (2011) Perception of Nonverbal Immediacy and Effective Teaching among Student Teachers: A Study across Cultural Extremes International Online Journal of Educational Sciences, 3(3), 865-881 58 Park, H S., Lee, S A., Yun, D., & Kim, W (2009) The Impact of Instructor Decision Authority and Verbal and Nonverbal Immediacy on Korean Student Satisfaction in the US and South Korea Communication Education, 58 189-212 Plax, T G., Kearney, P., McCroskey, J C., & Richmond, V P (1986) Power in the classroom VI: Verbal control strategies, nonverbal immediacy, and affective learning Communication Education, 35, 43-55 Pogue, L., & Ahyun, K (2006) The effect of teacher nonverbal immediacy and credibility on student motivation and affective learning Communication Education, 55(3), 331-344 Quinlisk, C C (2008) Nonverbal communication, gesture, and second language classrooms: a review In S G McCafferly, & G Stam (Eds.), Gesture: Second Language Acquistion and Classroom Research (pp 25-44) New York: Routledge Richmond, V P (2002) Teaching nonverbal immediacy In J L Chesebro (ed.), Communication for teachers (pp 65-82) Boston, MA: Allyn and Bacon Richmond, V P., Gorham, J., & McCroskey, J C (1987) The relationship between selected immediacy behaviors and cognitive learning In M McLaughlin (Ed.), Communication yearbook 10 (pp 574-590) Beverly Hills, CA: Sage Richmond, V P., & McCroskey, J C (2000) Nonverbal behavior in interpersonal relations (4th ed.) Needham Heights, MA: Allyn and Bacon Richmond, V.P., McCroskey, J C., & Hickson, M L (2007) Nonverbal Behavior in Interpersonal Relations (6th ed.) Needham Heights, MA: Allyn and Bacon Rodriguez, J I., Plax, T G., & Kearney, P (1996) Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator Communication Education, 45, 293-305 59 Sanders, J A., & Wiseman, R L (1990) The effects of verbal immediacy and nonveibal teacher immediacy on perceived cognitive, affective, and behavioral learning in the multicultural classroom Communication Education, 39, 341-353 Sidelinger, R J (2010) College student involvement: An examination of student characteristics and perceived instructor communication behaviors in the classroom Communication Studies, 61(1), 87-103 Teven, J J., & Hanson, T L (2004) The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness Communication Quarterly, 52, 39-53 Velez, J J., & Cano, J (2008) The relationship between teacher immediacy and student motivation Journal of agricultural education, 49, 76-86 Weiner, M., & Mehrabian, A (1968) Language within language: Immediacy a channel in verbal communication New York: Appleton-Century-Crofts Witt, P L., Wheeless, L R., & Allen, M (2004) A meta-analytical review of the relationship between teacher immediacy and student learning Communication Monographs, 71(2), 184-207 Zhang, Q., & Sapp, D (2008) A Burning Issue in Teaching: The Impact of Perceived Teacher Burnout and Nonverbal Immediacy on Student Motivation and Affective Learning Journal of Communication Studies, 1(2), 152-168 60 APPENDIX I: Questionnaire (distributed to the teachers) TEACHER’S NONVERBAL IMMEDIACY USE IN CLASSROOM I am Bui Le Huong from QH2012.F1.E1, ULIS, VNU I would like to ask for your help by answering these following questions in relation to the application of your nonverbal immediacy in the classroom The results would be used as the data for my research named “Teacher’s nonverbal immediacy use in the classroom and its influence” Please refer to yourself and answer the questions sincerely as this will guarantee the success of my study Thank you very much for your help Part I: Teacher’s self-report on their nonverbal immediacy in the classroom DIRECTIONS: The following statements describe the ways some teachers behave while talking to their students Please indicate the degree to which each statement applies to you by circling the appropriate number: = Never; = Rarely; = Occasionally; = Often; = Very Often 61 I use my hands and arms to gesture while I smile/ laugh while talking to my students I maintain eye contact with students while 5 I move closer when talking to my students I stand/ sit close to my students while talking I lean forward when talking to my students I touch my student‟s hands, forearm, or 5 5 5 5 talking to my students talking to them I nod my head in response to my students‟ comments to them shoulder when talking to him I pat my student‟s shoulder when talking to him 10 I have animated face while talking to my students 11 I have a relaxed body posture while talking to my students 12 I use relaxed tones while talking to my students 13 I use a variety of vocal expressions when talking to my students 14 I use short pauses when talking to my students 15 I calmly move my body around while talking to my students 62 Part II: Teachers’ perceptions of the influence of nonverbal immediacy use in the classroom DIRECTIONS: The following statements describe the possible effects of your own application of nonverbal immediacy in the classroom Please indicate the degree to which each statement applies to your students by circling the appropriate number: = Strongly Disagree; = Disagree; = Neutral; = Agree; = Strongly Agree Nonverbal immediacy makes students relaxed 5 5 me Nonverbal immediacy increases students‟ 5 in my language lesson Nonverbal immediacy creates a pleasant learning environment Nonverbal immediacy encourages students to participate in class activities willingly Nonverbal immediacy increases students‟ interested in the subject Nonverbal immediacy makes approachable to the students faith in my ability Nonverbal immediacy makes students comply with my demand without obligation Students look forward to another course with me as their teacher 63 APPENDIX II: Questionnaire (distributed to the students) TEACHER’S NONVERBAL IMMEDIACY USE IN CLASSROOM I am Bui Le Huong from QH2012.F1.E1, ULIS, VNU I would like to ask for your help by answering these following questions in relation to the application of your language teacher‟s nonverbal immediacy in the classroom The results would be used as the data for my research named “Teacher’s nonverbal immediacy use in the classroom and its influence” Please refer to the English teacher of your most recent class and answer the questions sincerely as this will guarantee the success of my study Thank you very much for your help Part I: Students’ reflection of their teacher’s nonverbal immediacy DIRECTIONS: The following statements describe the ways some teachers behave while talking to their students Please indicate the degree to which each statement applies to your English teacher by circling the appropriate number: = Never; = Rarely; = Occasionally; = Often; = Very Often 64 He/she uses his/her hands and arms to gesture 5 5 He/she moves closer when talking to students He/she stands/ sits close to students while 5 5 5 5 while talking to students He/she smiles/ laughs while talking to students He/she maintains eye contact with students while talking to them He/she nods his/her head in response to students‟ comments talking to them He/she leans forward when talking to students 10 He/she touches his/her student‟s hands, forearm, or shoulder when talking to him 11 He/she pats student shoulder when talking to him 12 His/her face is animated while talking to students 13 He/she has a relaxed body posture while talking to students 14 He/she has relaxed tones while talking to students 15 He/she uses a variety of vocal expressions when talking to students 16 He/she uses short pauses when talking to students 65 17 He/she calmly moves his/her around while talking to students Part II: Students’ perceptions of the influence of nonverbal immediacy use in the classroom 1, DIRECTIONS: The following statements describe the possible effects of your teacher‟s application of nonverbal immediacy in the classroom To indicate the degree to which the statement applies to you, please answer the following questions by circling the appropriate number: = Strongly Disagree; = Disagree; = Neutral; = Agree; = Strongly Agree Nonverbal immediacy makes me feel relaxed in my language lesson Nonverbal immediacy creates a pleasant learning environment Nonverbal immediacy encourages me to participate in class activities willingly Nonverbal immediacy helps increase my interest in the subject Nonverbal immediacy makes the teacher seem approachable Nonverbal immediacy increases my faith in the teacher ability Nonverbal immediacy makes me comply with the teacher‟s demand without obligation I look forward to another course with the same teacher I look forward to attending a class in which the teacher applies nonverbal immediacy 66 5 5 5 5 2, The influence of nonverbal immediacy on teacher (Please answer the question below as detailed as possible) What is your evaluation of your language teacher? 67 APPENDIX III: Observation Checklist Nonverbal Immediacy Observer Checklist DIRECTIONS: The following statements describe the ways some teachers behave while talking to their students Please indicate the degree to which each statement applies to the observed teacher by circling the appropriate number: = Never; = Rarely; = Occasionally; = Often; = Very Often He/she uses his/her hands and arms to gesture 5 5 He/she moves closer when talking to students He/she stands/ sits close to students while 5 5 while talking to students He/she smiles/ laughs while talking to students He/she maintains eye contact with students while talking to them He/she nods his/her head in response to students‟ comments talking to them He/she leans forward when talking to students He/she touches his/her student‟s hands, forearm, or shoulder when talking to him He/she pats student shoulder when talking to 68 him 10 His/her face is animated while talking to 5 5 5 students 11 He/she has a relaxed body posture while talking to students 12 He/she has relaxed tones while talking to students 13 He/she uses a variety of vocal expressions when talking to students 14 He/she uses short pauses when talking to students 15 He/she calmly moves his/her around while talking to students APPENDIX IV: List of interview questions for teachers Are there any specific NIB that you often use? Why? Why you rarely use these certain behaviors? How you think nonverbal immediacy is beneficial to students? How you think nonverbal immediacy is beneficial to teachers? Do you find nonverbal immediacy beneficial to your students? Why? Do you find nonverbal immediacy beneficial to yourself? Why? APPENDIX V: List of interview questions for students Can you remember the NIB usually utilized by your teacher? Do you like your teacher's use of nonverbal immediacy? Why? Do you find nonverbal immediacy beneficial to yourselves? Why? Do you find nonverbal immediacy beneficial to your classmates? Why? How does your teacher‟s nonverbal immediacy influence your evaluation of her? 69 APPENDIX VI: Sample of interview transcript The interview was carried out in Vietnamese; therefore, the transcript is kept the same as in the record Below is the transcript from the interview with Anh, a student of Ly, who provided the researcher with considerable interesting points Can you remember the NIB usually utilized by your teacher? Cơ có nhiều cử thân thiện lớp với chúng em Cô đặc biệt maintain eye contact với bọn em suốt học Có điều em ấn tượng bình thường giáo khác hay nhìn vào sách chữa câu hỏi cô Ly giữ eye contact với bọn em Nhìn chung lịch tôn trọng bọn em Khi mời chúng em trả lời hay đưa tay phía bọn em, bàn tay ngửa lên kiểu mời lịch ạ, bọn em khơng cảm thấy bị ép buộc phải trả lời câu hỏi Cô Ly lại gần bọn em cô câu hỏi Cô yêu cầu bọn em xếp bàn cho dãy có đủ khoảng trống để lách người qua để tiếp xúc với tất bạn lớp Đặc biệt cô ngồi bàn giáo viên mà cô di chuyển chậm rãi xung quanh lớp, đứng hay ngồi hay đứng dãy bàn khoảng bàn thứ 3, thứ đứng dựa lưng vào tường gần Điều cho em cảm giác cô người chị gần gũi thực quan tâm chúng em Ngay ngồi thường hay ngồi dãy dãy thấy bọn em hay ngồi dãy thứ ba trở Giọng ln thoải mái bình tĩnh ạ, cho dù bọn em có làm sai khơng dùng giọng mắng hay cáu gắt Ví lớp em có thằng hay đùa giỡn lớp trật tự, nhắc nhở chúng cách trêu chọc bọn ấy, hơm thằng kiếm đâu thạch sùng chết xong ném qua ném lại lớp Xong hỏi chúng chúng mày lấy nhớ mời đến Giọng cô kiểu nhẹ nhàng đùa đùa lúc vậy, xong cịn làm biểu cảm nhí nhố kể chuyện Cơ ln cho bọn em cảm giác bình tĩnh đáng tin, có lẽ tư cô relaxed suốt học Đặc biệt giọng cô thoải mái với nhịp điệu tự nhiên, cô không dùng giọng kiểu lệnh bọn 70 em phải làm khiến bọn em cảm giác học trách nhiệm mà gặp mặt Chỉ có lúc u cầu lớp phải nghiêm túc nghe giảng giọng cô nghiêm cô quy định rõ học phải học, chơi phải chơi để lớp có quy củ rõ ràng khơng nhốn nháo Ngồi lớp hay lean forward phía bọn em bình tĩnh chờ bọn em trả lời hết Ngồi em trả lời gật đầu kiểu đồng ý với em Do you like your teacher's use of nonverbal immediacy? Why? Em thích ln Vì cô lịch quan tâm chăm sóc bọn em lớp sau học Khi lean forward phía em em cảm giác thực quan tâm Chính điều encourage em hợp tác nghe theo lời Ngồi hay cười đùa với bọn em nên học với cô Ly thoải mái, chúng em thực cảm thấy tự mà nói chuyện nói đùa với Em có cảm giác khơng giáo viên mà cịn người chị lớn đáng tin Em đặc biệt thấy ấn tượng khả cô thay đổi giọng điệu để nói đùa hay hiệu cho bọn em tập trung vào bài, em diễn đạt Ví bọn em gây hài cười đùa với bọn em liền đổi giọng nghiêm Chính hành động thực inspiring làm cho bọn em cảm thấy học giống buổi chơi đùa học nghiêm túc Cũng mà bọn em phát biểu tự lớp, xong có đứa cịn bắt chuyện với cô thoải mái Do you think that your classmates share the same ideas? Em nghĩ có, cuối kì bảo bọn em reflect nêu suy nghĩ trải nghiệm học với phần lớn bạn lớp em thích học với kì Bởi có cách giảng thu hút, chị thấy hơm trước đó, dạy cách liên hệ với vấn đề gần gũi với bọn em kiểu dạy khô khan nhiều giáo viên khác Ngồi cịn gửi cho bọn em nhiều tài liệu tự học nữa, em nói ln thể tôn trọng với bọn em đưa tay mời đứng khoảng lớp cô không tỏ 71 xa cách với chúng em Vì thế, em nghĩ lớp em u q thực motivate thêm yêu môn học, yêu lớp, thêm động lực học tập How does your teacher’s nonverbal immediacy influence your evaluation of her? Như em nói cử cô bên trên, cô hay kể cho bọn em facts câu chuyện sống Vì lẽ mà em tơn trọng tin em học nhiều kiến thức kĩ từ Nói chung Ly giáo viên tuyệt vời, có lẽ giáo viên tốt mà em gặp trường Em cảm thấy hạnh phúc học suốt kì vừa Cơ khơng hình mẫu giáo viên lý tưởng để em học theo mà cịn người chị lớn mà em tâm xin lời khuyên Có lẽ chuyên ngành em sư phạm nên em cảm thấy cô Ly người giáo viên mà em bắt chước học từ cử mà giáo viên nên có, học nhà em hay bắt chước hành động giảng Từ mà em trở nên yêu môn học mong chờ đến tiết học Nhìn chung em vui học cô lần Em thích giáo có cử thân thiện cô Ly 72 ... PHẠM TIẾNG ANH  KHÓA LUẬN TỐT NGHIỆP ỨNG DỤNG CỬ CHỈ THÂN THIỆN CỦA GIÁO VIÊN VỚI SINH VIÊN NĂM NHẤT Ở FELTE, ULIS, VNU VÀ TÁC ĐỘNG CỦA NÓ Supervisor: Trần Hoài Phương (PhD) Trần Thị... frequently utilized by teachers at FELTE, ULIS, VNU? What are teachers’ perceptions of the influence of their nonverbal immediacy in the EFL classroom? What are FELTE students’ perceptions of the... Dung has been teaching first-year students at FELTE, ULIS, VNU for ten years since she graduated from the university She is widely known among the ULIS students for her bright personality as well