Type of Document	Dissertation
Author	Saechou, Tiwa
Author's Email Address	tsaech1@lsu.edu
URN	etd-07112005-203920
Title	Verbal and Nonverbal Immediacy: Sex Differences and International Teaching Assistants
Degree	Doctor of Philosophy (Ph.D.)
Department	Communication Studies
Advisory Committee	Advisor Name Title Renee Edwards Committee Chair Andrew King Committee Member Loretta Pecchioni Committee Member Rita Culross Committee Member Susan Weinstein Dean's Representative
Keywords	international teaching assistants
Date of Defense	2005-06-30
Availability	unrestricted
Abstract This dissertation explains theory and research concerning international teaching assistants, intercultural communication, nonverbal and verbal immediacy, cognitive, affective, and behavioral learning, and sex differences. One research question and five hypotheses were tested via MANOVA and correlation tests. Six hundred and seven undergraduate students completed instruments measuring verbal and nonverbal immediacy, and cognitive, affective, and behavioral learning. Results supported the research question and three of the five hypotheses. Specifically, U.S. Teaching Assistants used more nonverbal immediacy than International Teaching Assistants. Students’ attitudes toward International Teaching Assistants correlated with students’ learning. Students’ perceptions of ITAs and USTAs on verbal and nonverbal immediacy positively correlated to students’ learning.
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