Shen TCroucher SM1/07/20181/07/2018Journal of Intercultural Communication, 2018, July 2018, (47)1404-1634https://hdl.handle.net/10179/13764With an understanding that instructional communication and learning behaviors differ culturally, this study investigates the relationship between teacher confirmation and student motivation among Chinese, Korean, and Japanese students. Students in China (n = 718), Korea (n = 362), and Japan (n = 350) completed surveys assessing their perceived teacher confirmation and student motivation. Results indicate teacher confirmation is positively correlated with student motivation in each nation. There is also a significant difference among these groups on teacher confirmation and student motivation. The results showed there was a higher level of perceived teacher confirmation and student motivation in China, with Korean students scoring the lowest on perceived teacher confirmation and student motivation.cross-cultural comparisonMANOVAstudent motivationTeacher confirmationJournal article413149Massey_Dark20 Language, Communication and Culture