International Journal of New Developments in Education, 2025, 7(12); doi: 10.25236/IJNDE.2025.071203.
Yiran Zhao, Di Liu
School of English, Jilin International Studies University, Changchun, Jilin, China
Research on how teachers’ body language affects students’ affective commitment to their academic discipline has largely overlooked grade-level comparisons and cross-cultural perspectives. This study examines the differential impact of Chinese and foreign teachers’ body language on foreign-language majors’ affective commitment to their academic discipline. This study constructs a dynamic circle linking cultural cognition, teaching behavior, and learning feedback. This paper adopts a mixed method, composed of a questionnaire and interview. Key findings are as followings: (1) Teachers’ body language boosts students’ concentration, self-confidence and liking for the subject; (2) As students’ progress to higher academic years, their attention to teachers’ nonverbal cues gradually decreases; (3) Euro-American teachers use nonverbal cues more intensively and frequently than their East-Asian counterparts. The study offers an operational framework for cross-cultural teacher training and affective instruction.
Body Language; Affective Commitment to Students’ Discipline; Cross-Cultural Teaching
Yiran Zhao, Di Liu. A Study on the Impact of Teachers' Body Language on Students' Affective Commitment to Academic Discipline. International Journal of New Developments in Education (2025), Vol. 7, Issue 12: 16-23. https://doi.org/10.25236/IJNDE.2025.071203.
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