the construct of willingness to communicate and its relationship with efl learners’ perceived verbal and nonverbal teacher immediacy

given the fact that developing an intimate relationship between teacher and students creates a safe learning environment (harran, 2006), and because teacher immediacy is proved to increase students’ motivation for learning (velez & cano, 2008), this study was an attempt to explore the relationship between iranian efl learners’ perceived teacher immediacy and their willingness to communicate (wtc). to this end, first, a new wtc questionnaire, specific to efl settings, was developed, piloted, factor analyzed, and then administered on 90 intermediate efl learners. in the second phase, the participants were required to complete gorham’s (1988) verbal immediacy measure (vim) and mccroskey et al.’s (1996) revised nonverbal immediacy measure (rnim). the findings revealed that there are 7 factors underlying efl learners’ wtc, one of which is teacher immediacy. further analyses showed that there is a positive relationship between both verbal and nonverbal teacher immediacy behaviors and efl learners’ wtc in efl classes. it can be concluded that teacher immediacy is one of the constituents of efl learners’ wtc and that their wtc is likely to increase when teachers demonstrate immediacy behaviors while teaching. the present study has implications for language practitioners as well as teacher trainers.