Social Signalling as a Non Verbal Behaviour of Teachers in ESL Classroom Interaction

Kesevan, Hema Vanita; Madzlan, Noor Alhusna; Hashim, Haslinda

doi:10.13189/ujer.2020.081161

Cited by 2 publications

(1 citation statement)

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“…Language teachers can incorporate non-verbal language into these activities to achieve a class that is more conducive to learning. Moreover, nonverbal signals should be effectually utilized in the ESL class to boost language learning, building rapport, developing healthy relationships with students, to bring them to the 'zone of congruence' (Kesevan, Madzlan, & Hashim, 2020).…”

Section: Introductionmentioning

confidence: 99%

Learners’ Perceptions of Nonverbal Communication of Esl Teachers

Asgher

Ilyas

Rubab

2021

HSSR

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Purpose of the Study: The purpose of this research is to investigate the perceptions of the learners about the use of the non-verbal language of teachers in an ESL class. This study aims to highlight the role played by non-verbal language in the class by raising awareness about the importance of gestures, physical appearance, and paralinguistic features of the English teachers. Methodology: This research employs a mixed methodology. A questionnaire, consisting of 37 close-ended questions is used to record the views of the learners about the use of the non-verbal language of their English teachers. Moreover, qualitative interviews are conducted to find out the learners’ opinion and their awareness concerning the use of non-verbal language by their English teachers. Main Findings: The findings indicate that learners hold a positive attitude towards the teachers who use NVL more frequently. Respondents say that they feel more motivated and interested in the class when the teacher looks at us more frequently and move in the class. According to Neuro-linguists, learning of the language can be enhanced by a drastic level if the teacher can grasp the visual attention of the students while oral communication. Therefore, it is to conclude that learners consider the non-verbal language along with paralinguistic features, extremely constructive in the ESL classroom. They find it encouraging and it aids them in comprehending the content. Application of this Study: The current research will help the practicing language teachers to upgrade their oral communication skills by incorporating the nonverbal cues productively in their classrooms. Furthermore, teacher trainers can make their trainees aware of the importance of the nonverbal part of communication in the ESL classroom either informal lectures or pragmatic preparation. Novelty/ Originality of this study: This study is unique in the sense that it focuses on the role played by the Non-verbal language particularly in the class where English is taught as a second language. It unveils how the integration of nonverbal language along with oral communication can make English language classroom more industrious and productive.

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Section: Introductionmentioning

confidence: 99%

Learners’ Perceptions of Nonverbal Communication of Esl Teachers

Asgher

Ilyas

Rubab

2021

HSSR

View full text Add to dashboard Cite

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The effects of teacher nodding: exploring mimicry, engagement, and wellbeing in the EFL classroom

Kennedy,

Kuwahara,

Noble

et al. 2024

Front. Educ.

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IntroductionThis article explores teacher and student mimicry of one another’s nodding in the classroom and whether it impacts teacher wellbeing. Studies have consistently demonstrated correlations between physical mimicry and various desirable outcomes, including empathy, rapport, affiliation, and personal liking. While students experiencing such emotional connections with their teachers tend to achieve more academically, teachers also benefit, showing, for example, reduced stress levels. Research exploring the link between mimicry of nonverbal communication such as nodding and teacher wellbeing is limited, however. This paper reports on a very small data set to explore the analysis of synchrony between teacher and learner in the English as a Foreign Language classroom.MethodsQuantitative and qualitative methodologies were combined to gather both objective and subjective data. A Granger causality analysis was undertaken to understand both immediate and delayed mimicry of nodding, and cross-correlograms produced. Teacher stress levels were measured using the ratio of the low-frequency (LF) and high-frequency (HF) heartrate power bands, which was then validated with a two-dimensional model. Next, the teacher was interviewed about her wellbeing and pedagogy while watching the video data. The results were then combined and analyzed.Results and discussionWhile much immediate mimicry during active teaching sessions was evident in the video data, it was not found to be at a statistically significant level. The Granger Causality analysis showed, however, that students consistently mimicked changes in teacher nodding rate in the following dyad activity. Cross-correlation analysis between teacher and student participants during active teaching sessions and also within student dyads during pairwork activities showed strong relationships at lags spanning 0–60 s. No statistical significance between student and/or teacher nodding and either teacher self-assessed wellbeing or physiological stress levels was found, however. This is explained first by the teacher evaluating her normal baseline state as neutral rather than positive (as was reflected by the LF/HF), and second by her physiological responses to the emotional regulation strategies of surface and deep acting. Qualitative observational data, however, indicated that teacher nodding positively influenced student comprehension, interest, and confidence, and the teacher’s own professional wellbeing.

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Social Signalling as a Non Verbal Behaviour of Teachers in ESL Classroom Interaction

Cited by 2 publications

References 0 publications

Learners’ Perceptions of Nonverbal Communication of Esl Teachers

Learners’ Perceptions of Nonverbal Communication of Esl Teachers

The effects of teacher nodding: exploring mimicry, engagement, and wellbeing in the EFL classroom

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