This study investigated teachers' verbal immediacy behaviors in relation to students' affect toward English learning. A sample of 303 participants was drawn from a technology institution in central Taiwan. The participants were asked to respond to instruments designed to measure the frequency of teachers' verbal immediacy behaviors influencing students' affective learning for English. The results of the Pearson correlation indicated that teachers' verbal immediacy behaviors were correlated positively and significantly with students' affective learning. Multiple regression analyses suggested that five out of seventeen verbal teacher immediacy behaviors-ask questions that solicit viewpoint, use humor, provide feedback on students' work, discuss about things unrelated to class, and ask how students feel about assignment-were significant predictors to students' affective learning for English. Limitations, implications, and suggestions for future research are addressed.
