Student profiles and teacher immediacy in e-learning environments: Examining dynamic relationships in online language learning processes

This qualitative study investigates the intricate relationship between teacher immediacy and student participation styles in online English as a Foreign Language (EFL) classrooms. Rooted in Self-Determination Theory and Immediacy Theory, and further enhanced by Social Presence Theory, the research aims to uncover how teachers perceive and respond to various student engagement behaviors within virtual learning environments. Data were gathered through semi-structured interviews, classroom observations, and teacher journals. The findings reveal a spectrum of participation profiles, including active, passive, reluctant, resilient, disengaged, and occasional contributors. These profiles significantly influence the types of verbal and nonverbal immediacy behaviors employed by teachers. The study emphasizes that teacher immediacy is not a fixed trait but rather a responsive and relational practice shaped by factors such as student visibility, motivation, and emotional presence. It also indicates that students' levels of engagement directly impact teachers' emotional investment and their willingness to maintain immediacy. The study concludes that fostering immediacy in online education necessitates not only effective teacher training but also heightened student awareness and engagement. Both teachers and students play crucial roles in co-constructing a socially present and interactive learning environment. Based on these insights, the study offers pedagogical implications and suggests directions for future research to cultivate more emotionally engaging and equitable digital language classrooms.