ROLE OF NON-VERBAL COMMUNICATION IN ENHANCING CLASSROOM INTERACTION IN ENGLISH FIRST ADDITIONAL LANGUAGE CLASSROOM

Abstract

Non-verbal communication is a crucial aspect of teaching and learning, especially in language classrooms where effective communication enhances learners’ understanding and participation. This study explored the effects of the teachers’ non-verbal communication on learners’ participation in English First Additional Language classroom based on the non-verbal communication classification by Marcinowicz et al. (2010), which includes eye contact, facial expressions, touch, interpersonal distance, gesture, posture, tone of voice, and dress. This study explored how teachers' non-verbal communication influences learners' participation in EFAL classrooms and suggests strategies for improving teaching effectiveness through enhanced non-verbal communication. The study applied a qualitative research approach using semi-structured interview as data collection instruments with twelve learners who were purposefully sampled to explore the nuanced and subjective nature of communication and learner participation. The results showed that using non-verbal communication strategies such as eye contact, facial expressions, gestures, tone of voice, and dress by the teachers enhance the quality of learning and build a good relationship between teachers and learners. These strategies can create a fun learning atmosphere, motivate learners, and strengthen their understanding of the learning material. The study recommends that the Department of Basic Education should provide teachers with training on non-verbal communication techniques and encourage reflective teaching practices to help teachers evaluate their non-verbal cues and incorporate non-verbal communication as part of teacher assessment and development programmes. The study also recommends that the school curriculum should incorporate non-verbal communication as part of teacher assessment and development programmes to promote culturally sensitive communication to avoid misunderstandings in diverse classrooms. Future research can investigate how cultural or linguistic backgrounds of teachers and learners affect the interpretation of non-verbal cues.