![]() Universally, teachers are noted as the main resources in any educational system, and the communication between teachers and their learners has been regarded as an essential part of the instructional cycle of language learning (Pishghadam et al., 2019 Derakhshan et al., 2020). As a final fact, this review has been intended to consider the prevailing literature about teacher behavior, and suggestions and recommendations have been presented correspondingly for language teaching stakeholders in the educational setting. ![]() To this end, this review focuses on social behavior to review the eminence of teacher immediacy in the classroom and unquestionably exemplify their relationship with affective and cognitive learning. Therefore, this theoretical review tries to systematically refocus on the existing literature about teacher immediacy and its types, such as non-verbal and verbal, and their significant connections with affective and cognitive education. A noteworthy frame of the literature has maintained the idea that communication in the classroom is dominant in language education, and in the process of language learning, teachers as an important figure may apply several ways to develop interpersonal relationships and social manners, such as teacher immediacy that has been established to support affective and cognitive learning in instructional settings. ![]()
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