چكيده به لاتين
Due to the significance of teacher success in the adequacy of teaching and learning, the present study intends to examine the role of two factors, namely language teachers’ credibility and nonverbal immediacy in relation to their success across intermediate and proficient levels. To do so, 135 EFL students of Golestan University voluntarily participated in this study. First, an Oxford Quick Placement Test (QPT) was administered to identify the differences in participants’ language proficiency level. Then, three questionnaires, namely the Nonverbal Immediacy Scale (NIS), the Source Credibility Scale (SCS), and the Characteristics of Successful Teachers Questionnaire (CSTQ) were distributed among respondents. Using Cronbach’s alpha and correlational analyses, first, the reliability of the questionnaires and the associations among all three scales were examined. Then, in order to show the effect of teachers’ credibility and nonverbal immediacy on their perceived success, Structural Equation Modelling (SEM) was used through Amos software. Finally, independent samples t-test was used to examine the role of students’ language proficiency level in their perception of teacher success. Findings in the research study suggest that teachers’ credibility and nonverbal immediacy is beneficial to their success. This study outlined which elements of teachers’ credibility could be more effective for their success. Using the results of this study, teachers could find beneficial information for their success.
Keywords: Teacher Credibility, Teacher Nonverbal Immediacy, Teacher Success
