A cross-cultural comparison of instructor communication in American and french classrooms

K. David Roach, Myrna M. Cornett-Devito, Raffaele Devito

Research output: Contribution to journalArticlepeer-review

23 Scopus citations


This study addressed patterns and influence of instructor communication in American (US) and in French classrooms. Significant differences were found for instructor use of power bases, affinity-seeking strategies, and nonverbal immediacy. Significant differences were found in student affective learning, cognitive learning, affect toward instructor, and ratings of instruction between the two cultures. In both cultures, however, student affect toward instructor, cognitive learning, and rating of instruction were significantly correlated with instructor affinity-seeking and instructor nonverbal immediacy. Likewise, instructor use of expert power was significantly correlated with student cognitive learning and ratings of instruction in both cultures.

Original languageEnglish
Pages (from-to)87-107
Number of pages21
JournalCommunication Quarterly
Issue number1
StatePublished - Feb 2005


  • Affective learning
  • Affinity-Seeking
  • America
  • Cognitive learning
  • Cross-cultural comparisons
  • France
  • Instructor power
  • Nonverbal immediacy
  • Student ratings of instruction
  • USA


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