Lecturer Immediacy for Effective Instructional Communication in University of Cape Coast

Abstract

The relationship between instructors and learners is considered as one of the major factors that influence learning outcomes. The present study explored the strategies utilized by lecturers of Communicative Skills course in the University of Cape Coast, Ghana to establish immediacy with their students during classroom instruction. The researcher purposely sampled six lecturers and forty-two students to participate in the study. Data were collected from the selected lecturers and students through observations, face-to-face interviews and focus group discussions. Guided by rhetorical and relational goal theory and impression management theory, the researcher analysed the data and found that lecturers employ nonverbal cues (facial expression, eye contact, touch, and distance) and verbal cues (positive comments, vocatives, and jokes) to establish immediacy with students. In addition, the study revealed that lecturers utilized immediacy strategies to increase students‟ classroom participation, reduce tension among students and sustain attention of students during classroom instruction. Furthermore, the study showed that immediacy strategies are effective in maintaining good relationship between instructors and students, achieving motivation of students, and maintaining inclusive environment for learners. The researcher recommends that lecturers should consider making deliberate efforts to incorporate immediacy strategies in their teaching of courses at the tertiary level.