INTRODUCTION
Introduction
This chapter presents the rationale, aims, significance, objectives, research questions, scope and outline of the research.
Rationale
English is a vital global language, widely spoken and essential in fields like science, technology, and education It offers significant advantages for job seekers, as highlighted by Hasman (2000), who noted that "English may become one tool that opens windows to the world, unlocks doors to opportunities, and expands our minds to new ideas" (p.5) Recognizing its importance, the Government of Vietnam mandated English as a compulsory subject starting in grade 3 (Government of Viet Nam, Decision 1400/QD-T Tg, 2008) Research by Wilburn Robinson (1998) indicates that young students learning a foreign language early gain academic benefits in other subjects, while Chavez (2006) emphasizes that exposure to native speakers enhances natural language acquisition Additionally, Lightbown and Spada (2000) support teaching foreign languages to children aged 10 to 12, reinforcing the idea that early English education leads to better outcomes.
Young students often struggle with English due to limited vocabulary, making effective teaching challenging (Yuanyuan, 2014) Children aged 10 to 12 are in a crucial stage for language acquisition (Lightbown & Spada, 2000), yet their attention spans are short, necessitating creative teaching methods to engage them To enhance understanding of instructions, incorporating body language is a valuable strategy (Yuanyuan, 2014).
The body language of a teacher plays a crucial role in the classroom environment It encompasses the use of eye contact, the physical distance maintained from students, and the manner in which physical touch is approached These subtle yet significant non-verbal cues greatly influence students' feelings of welcome and comfort, ultimately impacting their learning experience.
Incorporating body language in English teaching is essential, particularly for primary educators, as it effectively aids in conveying knowledge to children with limited English vocabulary.
In Vietnam, English has been established as a mandatory subject starting from grade 3, as outlined in the Government of Vietnam's Decision 1400/QD-TTg (2008) Additionally, a pilot program for teaching English to young learners has been initiated from this grade level (Nguyen).
English language teachers face challenges in teaching young students due to the lack of skills among primary teachers, who are often trained for secondary education or higher (Viet Nam News, 2011) Furthermore, Vietnamnet (2016) reports that more than 50% of primary teachers fail to meet language proficiency standards, prompting the need for retraining 24,000 primary English teachers.
In 2018, a study was initiated to enhance English proficiency and teaching methods for young learners (Pham & Vu, 2014) Recognizing the significance of body language in English instruction for primary students, the research titled “An Investigation into Teachers’ Attitudes and Use of Body Language in Teaching English at Some Primary Schools in Hue City” aims to identify effective strategies to support English primary teachers.
Aims and Significance of the research
The research was carried out to find out the teachers‟ attitudes as well as the teachers‟ use of body language in teaching English for primary students
The research offers teachers valuable insights into body language theories and practical suggestions for effective application in the classroom Additionally, it aids educators in crafting engaging lesson plans that enhance student learning Ultimately, this study serves as a source of inspiration for future research on the integration of body language in teaching methodologies.
The research aimed to investigate teachers' attitudes towards the use of body language in English teaching at primary schools in Hue city, assessing its popularity among educators for young learners It examined the types of body language employed by teachers to identify the most effective forms and analyzed their frequency of use to determine how to integrate these techniques more broadly in English instruction Additionally, the study sought to provide recommendations for enhancing the application of body language in English teaching practices, ultimately supporting teachers in effectively utilizing this tool in their classrooms.
Based on the objectives of the research, the research questions were raised as follows:
1 What are teachers‟ attitudes towards using body language in teaching English at some primary schools in Hue city?
2 What types of body language do they use?
3 How frequently do teachers use them?
4 What are their suggestions for a better use of body language in English classes?
Scope of study
The research was conducted with 30 teachers from various primary schools in Hue city, including Tran Quoc Toan, Phuoc Vinh, Thuy Bieu, Huyen Tran, Phu Binh, Vinh Ninh, Kim Long, Hue Star, Ly Thuong Kiet, and Le Loi Due to the limited number of teachers at each school, which typically ranges from 3 to 5, the study could not be expanded to a larger scale The participants included both experienced and novice English teachers, providing a diverse perspective on the teaching landscape.
The study employed both quantitative and qualitative methods to gather data through questionnaires, interviews, and observations A total of 30 questionnaires were distributed to teachers at various primary schools in Hue City Additionally, interviews were conducted with ten teachers, and observations were made in five classrooms across these schools.
Outline of the research
The thesis comprises five chapters: Chapter 1 outlines the rationale, significance, objectives, research questions, scope, and structure of the research Chapter 2 defines key terms, discusses the theoretical framework, and reviews relevant previous studies Chapter 3 details the research methods and data collection processes Chapter 4 presents the findings and engages in discussions Finally, Chapter 5 concludes the thesis, highlighting implications for body language use in English teaching and offering suggestions for future research.
LITERATURE REVIEW
Introduction
This chapter explores non-verbal communication, defining its types and functions, followed by an examination of body language and its various forms It highlights the significance of body language in language teaching, particularly in relation to the characteristics of young learners Additionally, the chapter discusses the connection between attitude and body language usage among Vietnamese English teachers Finally, it reviews relevant studies that support these concepts.
Non-verbal communication
2.2.1 Definition of non-verbal communication
Body language is a crucial aspect of teaching English, particularly for primary students, as it enhances understanding through non-verbal communication (NVC) Various scholars, including Levine and Adelman (1993), Richmond and McCroskey (1995), and Gamble and Gamble (1998), have provided differing definitions of NVC This study focuses on three concise and accessible definitions that facilitate comprehension of NVC, specifically those by Levine and Adelman, Richmond and McCroskey, and Gamble and Gamble.
Levine and Adelman (1993) defined NVC as follows:
Non-verbal communication is “silent” communication, including the use of gestures, facial expressions, eye contact and conversational distance (p 100)
Nonverbal communication (NVC) is defined as a "silent" form of interaction, distinct from verbal communication, which relies on sounds and words The term "silent" highlights its unique characteristic of conveying meaning without spoken language This definition becomes clearer when considering the various types of NVC, including gestures, facial expressions, eye contact, and conversational distance, all of which play a crucial role in how we communicate nonverbally.
Nevertheless, all types are just focused on one aspect that is body language; therefore the definition seems rather limited
Richmond and McCroskey (1995) define non-verbal communication (NVC) as the process by which one individual conveys meaning to another through non-verbal messages This definition emphasizes the "silent" aspect of communication and provides clarity by specifying what constitutes non-verbal messages, offering readers a more comprehensive understanding of NVC.
The other is introduced by Gamble and Gamble (1998) as follows:
Non-verbal communication refers to the exchange of messages without the use of words, relying instead on non-linguistic means This form of communication encompasses human actions, attributes, and the use of objects or sounds, all of which carry socially shared significance and evoke meaning in others.
Gamble and Gamble (1998) provide a nuanced definition of Nonverbal Communication (NVC), initially framing it as a form of communication that extends beyond spoken language This perspective aids in establishing a foundational understanding of NVC They emphasize that communication encompasses more than just words, highlighting the concept of "silence," which aligns with the definitions presented by Levine and Adelman.
(1993) Besides, both Richmond and Mc Croskey (1995) and Gamble and Gamble
In 1998, Gamble and Gamble highlighted the importance of nonverbal communication (NVC) through terms like "non-linguistic means" and "non-verbal messages." However, their definition is limited as it only addresses specific aspects such as objects, sounds, time, and space, overlooking the full spectrum of NVC In contrast, Levine and Adelman (1993) provide a broader definition that includes gestures, facial expressions, eye contact, and conversational distance By integrating these definitions, readers can gain a clearer understanding of how to effectively utilize nonverbal messages in their communication.
While the three definitions of Nonverbal Communication (NVC) may not encompass all its aspects, they offer a valuable overview Despite their limitations and variations in terminology, the author selected Gamble and Gamble's definition (1998) as the thesis's foundation due to its clarity and detail The following section will explore the different types of NVC.
2.2.2 Types of non-verbal communication
Various scholars have proposed different interpretations of Nonviolent Communication (NVC) This article focuses on three primary classifications that align closely with the study's content.
Ruesch and Kees (1956) identified three foundational components of non-verbal communication (NVC): sign language, action language, and object language, as referenced by Peng (2011, p 508) However, this initial classification lacked clarity on how to effectively implement these types of non-verbal behavior in English language teaching.
Knapp and Hall (1997) identified seven categories of non-verbal communication, including body motion and kinesics, physical characteristics, touching behavior, paralanguage, proxemics, artifacts, and environmental factors Similarly, Gamble and Gamble (1998) also outlined seven categories of non-verbal communication, emphasizing the significance of these elements in conveying messages without words.
1 Kinesics: facial expressions, gestures, eye movements, postures, rates of walk
2 Paralinguistics: how words are spoken, variations in the voice
3 Proxemics: how space and distance are used
4 Haptics: different types of touching
5 Clothing and artifacts: appearance, styles
6 Colors: variations in clothing and environmental colors
7 Chronemics: using time to communicate ( p.107)
Malandro, Barker, and Barker (1989) identified nine specific classes of non-verbal communication (NVC): body types, clothing and personal artifacts, body movement and gestures, facial expressions and eye behavior, environment, personal space, voice characteristics, taste and smell, and culture and time Their classification provides a clear understanding of each type and its characteristics Similarly, Gamble and Gamble (1998) also categorize NVC, highlighting common elements such as body language (Kinesics) and voice characteristics (Paralinguistics), despite differences in terminology Ultimately, the author selected Gamble and Gamble's classification as the foundation for the thesis due to its emphasis on body language types.
2.2.3 Functions of non-verbal communication in language teaching and learning
Ekman and Frisen (1969) identified several key functions of nonverbal communication (NVC), including the repetition, augmentation, elaboration, substitution, and contradiction of verbal messages Additionally, NVC plays a crucial role in managing turn-taking during conversations, as noted by Duncan.
1972) In addition to these, NVC creates the right learning environment in the classroom (Mehrabian, 1972)
According to Samovar and Porter (1991, pp 181-182), NVC serves five primary functions: repeating, complementing, contradicting, substituting and regulating
1 Repeating: repeating what have been said verbally, e.g you might hold up yourhand in the gesture that signifies “stop” at the same time you actually use the word “stop”
2 Complementing: adding more information to the point you are trying to make verbally, e.g you can tell someone you are pleased with his/her performance, but this same message takes on extra meaning if you put the person on the shoulder, at the same time offering the verbal compliment
3 Contradicting: contradicting verbal messages, e.g you tell someone that you are not nervous, at the same time your hands are tremble, your eyes are blinking rapidly, and your face is covered with sweet beads
4 Substituting: replacing verbal messages, e.g if you see your very special friend, you are apt throw open your arms to greet him/her instead of saying
“Hi”, “Good day” or the like
5 Regulating: regulating and managing the communication event, e.g when conversing, you nod your head to encourage your partner to continue talking, or remain silent for a moment to send a message that you are now ready to begin your speech Such nonverbal behavior helps control the situation
Body language
There are many definitions of body language Hornby (2006) (as cited in Yuanyuan, 2014) defined it as follows:
Body language refers to the various ways we communicate through body movements and gestures instead of spoken or written words It involves expressing thoughts and feelings through physical posture and movement, highlighting the significance of non-verbal communication in conveying messages effectively.
Body language is a detailed and clear form of communication that includes body movements, posture, and facial expressions, transmitting messages to observers It is influenced by the physical, social, and cultural contexts of the actions being performed (Blakemore & Jennett, 2007) Both definitions emphasize the significance of body movements and gestures in conveying meaning.
In addition to describing its types, function, physical, social and cultural context of the action were shown as factors affecting body language
Body language, as defined by Pirsl and Djordjevic (2012), encompasses the mental and physical aspects of human non-verbal communication, including body posture, gestures, facial expressions, and eye movements This definition effectively outlines the nature of body language and its various forms While each definition has its strengths and weaknesses, Hornby’s definition (2006) is selected for this study to provide clarity and relevance for readers The following section will explore the different types of body language.
Body language, also known as kinesics, encompasses various forms of non-verbal communication, including facial expressions, gestures, eye movement, postures, and walking speed (Gamble & Gamble, 1998) While this classification is widely recognized, Morain (1978) offers a more refined definition that enhances our understanding of body language (as cited in Ton, 2002, p.30).
According to Morain's classification of body language (1978), it encompasses various elements including body movements, facial expressions, gestures, eye contact, posture, touch, and distance Both definitions highlight key aspects such as facial expressions, gestures, postures, and eye contact, but Morain's definition is more comprehensive as it includes "touch" as a significant component of nonverbal communication This broader perspective enhances our understanding of the different types of body language that influence interpersonal interactions.
Body language encompasses gestures, posture, touch, facial expressions, and eye behavior, as noted by various scholars Among these definitions, Morain's (1978) detailed description, referenced by Ton (2002), serves as the foundation for classifying body language types in this study Understanding body movements is crucial for interpreting communication through gestures and postures, which include actions like walking, sitting, and standing Consequently, the focus will be on facial expressions, gestures, eye contact, posture, touch, and distance, with facial expressions being addressed in the subsequent section.
According to Knapp and Hall (2006),
The face serves as a crucial medium for communication, conveying emotional states and interpersonal attitudes It offers nonverbal feedback on others' remarks and is considered a primary source of information alongside verbal communication Due to its visibility, we are particularly attuned to the messages expressed through facial expressions, making them essential in our interactions.
Facial expressions play a crucial role in nonverbal communication, serving as reliable indicators of emotions, feelings, and attitudes Research highlights the universality of core facial expressions, including happiness, sadness, surprise, fear, anger, and disgust, which are conveyed through actions like smiling and frowning A relaxed expression, such as a smile, signals satisfaction with one's environment and facilitates smoother communication, making it beneficial to smile at listeners, particularly when they share interesting comments.
Facial expressions are essential for communication in the classroom, significantly impacting the teaching and learning process Teachers' facial cues convey underlying emotions, allowing students to grasp precise messages For instance, a teacher's frown can prompt a student to quickly correct an incorrect answer, while a warm smile fosters a comfortable learning environment The importance of gestures in communication will be explored in the following section.
Michael (1988) said that “gestures include voluntary bodily actions, by hand, head or other parts of the body which are intended to communicate” (p.188)
Liangguang (2011) defines a gesture as an expressive movement, typically involving the hands and arms, but it can also encompass the head or entire body (p 906) This perspective aligns with Michael's insights from 1988, emphasizing the significance of gestures in communication.
Liangguang (2011)‟s statements, it can be seen that gestures are used as an intention to express motion in communication by using hands, head or other parts of the body
Gestures play a crucial role in communication, serving to express or hide emotions, illustrate points, and manage turn-taking in conversations However, the interpretation of gestures can vary significantly across cultures, making it essential to avoid miscommunication According to Ekman and Frisen (1969), gestures are classified into five categories: illustrators, regulators, emblems, affect displays, and adaptors Illustrators, such as gesturing or frowning, complement verbal messages and aid understanding, especially for English language learners Regulators help control conversational flow, with gestures like dropping an arm signaling the end of a turn and raising an arm indicating a desire to speak Emblems are specific gestures that can replace words, such as the “V” sign for victory Affect displays convey emotions through actions like smiling or crying, while adaptors, often unconscious, reveal feelings such as nervousness or discomfort, exemplified by nail-biting or adjusting clothing These gestures are vital for language learners to express their emotions and attitudes effectively.
Effective teachers utilize gestures to enhance communication with students, fostering a sense of rapport and safety These small actions not only pique students' curiosity but also motivate them to engage in the learning process Verbs like "clap" serve as examples of how gestures can effectively support educational interactions.
Using direct actions like "jump" and "walk" allows students to grasp concepts easily, enhancing their understanding and retention Gestures play a crucial role in body language, enabling teachers to effectively engage with students and create a dynamic classroom environment Additionally, incorporating communication activities keeps lessons lively and enjoyable, transforming the teaching experience into an interactive and stimulating one.
Gestures play a crucial role in everyday communication and the educational process, as they effectively convey attitudes and emotions Following this, the discussion will shift to the significance of eye contact.
Eyes serve as a vital nonverbal communication channel, facilitating connections with others Making eye contact is the most cost-effective and impactful way to engage with people Often described as the "window to the soul," eyes reveal essential insights about interpersonal dynamics, such as whether someone is attentive, finds you attractive, or harbors positive feelings towards you.
Characteristics of young learners
Young learners mean children under aged 7 and children aged from 7-12 years
This research focuses on children aged 7-12 years, the typical age for learning English in primary schools Teaching English to young learners presents challenges due to their developmental stage and limited knowledge Consequently, it is essential for teachers to understand the unique characteristics of young learners Halliwell (1992) outlines these characteristics, emphasizing the importance of tailored teaching strategies for this age group.
Children excel at interpreting meaning through non-verbal cues, such as mime and gestures, allowing them to understand messages without needing to grasp the individual words.
Children already have great skillsin using limited language creativity
Children try to transfer what they have learnt into other contexts to increase language abilities
Children often acquire vocabulary indirectly through actions and expressions rather than through direct word-by-word learning One effective method for enhancing their vocabulary is through guessing words, which helps them engage with language in a meaningful way.
Children take good pleasure in finding and creating fun in what they do
Games have an important role in learning language Children can grasp meaning or learn well through them
Children possess a vivid imagination, filled with creativity and fantasy, which extends beyond mere enjoyment By harnessing this imaginative capacity, teachers can design engaging activities that effectively enhance children's learning experiences.
Young learners possess distinct characteristics that set them apart from adult learners, which significantly impacts their English language acquisition Understanding these traits enhances the quality of both teaching and learning experiences Utilizing body language in the classroom proves to be an effective strategy for teachers, as it aids in delivering instructions and encourages student participation The importance of attitude towards the use of body language in education cannot be overstated The following section will delve into the definition of attitude and explore its connection to the effective use of body language in teaching and learning.
Attitude
According to Allport (1935), an attitude is a mental state of readiness shaped by experience, which influences how individuals respond to various objects and situations.
Attitude is defined as an inner feeling that originates from an individual's psychological state, influencing their responses It encompasses not only emotions but also reflects a broader range of personal insights and perspectives.
Kretch et al (1962) define attitude as an individual's lasting evaluations, emotional responses, and behavioral inclinations towards various objects or ideas, highlighting the dual aspects of favor and disfavor This definition underscores the significance of emotional feelings in shaping one’s preferences, offering a deeper understanding of how these feelings influence actions related to liking or disliking specific concepts or items.
Philips (2012) defined attitude as follows:
Attitude is reflected in people's reactions to their surroundings, with subtle cues indicating their feelings about what they experience through their senses.
The phrase "people's reaction" effectively clarifies the complex term "attitude," highlighting the key sensory factors that influence these reactions, such as sight, sound, smell, taste, and touch This definition stands out among the others, prompting the author to use it as a basis for exploring the connection between attitude and body language, which will be examined in the following section.
2.5.2 Relationship between attitude and use of body language
Body language encompasses all non-verbal communication, accounting for 93% of message content through facial expressions and vocal tone, while only 7% is conveyed through words (Levine and Adelman, 1993) It reflects a person's thoughts and emotions, indicating whether they are engaged or distracted, truthful or deceptive The interplay between attitude and body language is significant, as a person's reactions reveal their feelings through non-verbal cues (Philips, 2012) This relationship manifests in two distinct ways.
Body language is a crucial indicator of a person's emotions and feelings, complementing verbal communication When there is congruence between spoken words and body language, the message becomes more impactful For instance, striking one's head with a hand often signals forgetfulness, effectively illustrating the individual's state of mind.
Body language encompasses 135 distinct gestures and facial expressions, including 80 facial cues and 9 types of smiles (Nierenberg & Calero, 1971) These nonverbal signals play a crucial role in enhancing communication and providing insights into an individual's emotions and reactions According to Verma (2005), body language signs can complement and reinforce verbal messages By being aware of these body language cues and their meanings, you can improve your understanding of others and communicate more effectively.
Secondly, body language will reveal something different from what people say
The disparity between spoken words and unexpressed emotions often lies in body language, which can reveal true feelings even when individuals claim to be fine This inconsistency can lead to confusion for the listener, as they interpret conflicting messages Body language closely correlates with attitude, highlighting the importance of being aware of non-verbal signals By developing an understanding of these cues, individuals can better communicate their intentions and emotions, ultimately gaining control over their expressions and interactions.
The relationship between attitude and body language plays a crucial role in communication, as it reduces message ambiguity and reveals personal insights Awareness of body language is essential for fostering successful personal relationships and effectively managing interactions In educational settings, this relationship is particularly evident; when teachers consciously utilize body language, they enhance instructions and create a more engaging classroom environment Conversely, inconsistency between verbal and non-verbal cues can lead to confusion and embarrassment for students, who are likely to trust non-verbal signals over spoken words (Noller, 1984) Therefore, it is vital for educators to maintain awareness of their body language to avoid conflicting messages and promote effective teaching and learning The following section will focus on Vietnamese teachers of English.
Vietnamese teachers of English
English is the preferred foreign language in Vietnam, serving as a vital means of global communication Since 1982, it has been a compulsory subject in secondary schools and an elective in lower secondary schools (Le, 2013) Consequently, English teachers play a crucial role in imparting knowledge to students, particularly Vietnamese educators.
Teachers play a crucial role in the classroom as facilitators of student learning, advisors, and performance monitors In Vietnam, English teachers are particularly significant as they can leverage the students' first language to enhance understanding, especially for lower-level learners These educators typically undergo extensive training, with four years at universities or three years at colleges, preparing them to teach across all educational levels, from primary to high school.
In 2008, Vietnamese English teachers primarily received theoretical training, leading to a lack of awareness in effectively exchanging ideas with colleagues in a democratic and dialogical manner (Saito et al., 2008) Their practical teaching experiences are limited, resulting in a reliance on personal and peer experiences Many teachers lack confidence in English communication, often resorting to textbook-based and rule-based approaches, which provide a sense of security for those less confident in their language skills (Le, 2002) Additionally, the outdated testing methods in Vietnam emphasize grammar, vocabulary, and reading comprehension while neglecting essential skills such as listening, speaking, and writing, ultimately training teachers to focus on helping students pass exams rather than fostering comprehensive language proficiency.
In 2012, a national initiative guided by the Common European Framework of Reference for Languages aimed to assess the English proficiency of teachers across 30 provinces in Vietnam, with the Ministry of Education and Training (MOET) setting high standards: C1 for high school teachers, B2 for middle school teachers, and B1 for elementary teachers Alarmingly, only 3-7% of teachers met these requirements, highlighting the urgent need to reform English teacher training to elevate their proficiency levels The Prime Minister's Decision 1400-QD-TTg, part of the foreign language teaching project for 2008-2020, aims to enhance the English teaching and learning system, introducing English into the primary curriculum from grade 3 This change acknowledges the importance of age in language acquisition, as research indicates that starting foreign language education at around age 10 is beneficial for learners.
Young learners often struggle to grasp teachers' instructions due to limited knowledge, making body language an effective supplementary tool in education The National Foreign Language Project (2008-2020) has significantly influenced English teaching methods in Vietnam, where assessments primarily emphasize grammar and reading comprehension As a result, both teachers and students focus predominantly on these areas To align with new educational directives, it is crucial to redesign exams to encompass all four language skills, prompting a necessary shift in teaching practices Teachers must adapt their approaches to include comprehensive skill development rather than just reading and grammar This transformation underscores the importance of proper training for teachers to enhance their proficiency For primary educators, incorporating supportive techniques like body language is vital, as it reduces reliance on the mother tongue and promotes greater use of the foreign language in the classroom The following section will discuss related studies.
Related studies
Body language plays a significant role in human life as well as in teaching
English Many researchers studied non-verbal communication as well as body language The author would like to review three recent studies in this field
The first one is “TheRole of Teachers‟ Non-verbal Communication in ELT
In his 2009 study "Classroom," Negi explored the influence of teachers' nonverbal communication (NVC) on student motivation in English Language Teaching (ELT) environments By examining components such as kinesics, facial expressions, oculesics, proxemics, physical appearance, paralanguage, and chronemics through questionnaires and observations, he found that NVC can significantly affect learners Positive interactions, like smiling, were linked to heightened student motivation, while negative cues, such as cold staring, created discomfort The study also provided practical recommendations for teachers, emphasizing the importance of smiling, nodding, and maintaining eye contact to foster a supportive classroom atmosphere Although it effectively highlighted the impact of NVC, the focus was primarily on nonverbal cues rather than specifically on body language.
However, it is a basis to help the researcher carry out the thesis effectively
In the study "The Application of Body Language in English Teaching" (Yuanyuan, 2014), the author aimed to enhance English teachers' understanding of body language's role in the classroom through a comprehensive survey The research highlights the necessity and significance of incorporating body language in English teaching, emphasizing three key aspects that support its application in educational settings By encouraging teachers to utilize body language, the study seeks to improve teaching effectiveness and student engagement.
Students often face limitations in their English vocabulary and expressive abilities, making it challenging for them to retain a wide range of words To enhance their learning experience, incorporating body language can be beneficial, as it serves as a rich form of expression that aids in vocabulary retention Additionally, specific applications of body language can further support students in grasping new words effectively.
Effective English teaching incorporates the art of body language, including facial expressions, gestures, eye contact, and personal space, which enhances student engagement and understanding By analyzing specific examples, the article highlights the benefits of using these techniques in language instruction For instance, in Listening activities, the phrase “She lives in a very large house” is accompanied by the gesture of “extending his or her arm slowly,” creating a vivid image of spaciousness for students In Speaking, positive body language such as smiling and shaking hands fosters a welcoming environment for new students Additionally, in Reading, techniques like raising hands with a rising tone for questions and lowering hands with a falling tone for statements facilitate sentence mastery Overall, the application of body language significantly enriches the English teaching experience across various skills.
The study effectively outlined the significance of body language in English teaching, covering its necessity, specific applications, and practical implementation However, it only addressed a few types of body language, including facial expressions, eye contact, gestures, and personal space, without exploring the full range of its forms.
The last study is entitled “A study on grade 11 students‟ features of Body language in oral presentations A case study at Hai Ba Trung high school in Hue city” by
Nguyen (2014) conducted a study in Vietnam to explore the significance of eye contact and facial expressions in oral presentations from students' perspectives The research aimed to assess the frequency of these non-verbal cues, identify challenges faced by students, and provide effective strategies for improvement Utilizing questionnaires and interviews, the findings revealed that body language is crucial in oral presentations, with most students acknowledging its importance However, many reported difficulties such as feeling unnatural, uncomfortable, or ashamed when using these techniques Teachers suggested building confidence, establishing a habit of eye contact, practicing in front of audiences, and engaging in communicative activities It was emphasized that students should embrace their individuality rather than imitate others Overall, the study successfully highlighted the role, challenges, and recommendations regarding body language in presentations, serving as a foundation for future research in similar contexts.
All of three above mentioned studies have their own meaning and importance of NVC and body language From the study of Negi (2009), it can be concluded that
NVC significantly influences learners' motivation, as highlighted in the studies by Yuanyuan (2014) and Nguyen (2014), which primarily focus on body language However, these studies are limited to specific types of body language This research aims to address the gaps identified in previous studies by exploring a broader range of nonverbal communication.
Summary
This chapter has presented some theories of NVC and types of body language
This article explores the characteristics of young learners and the vital role of body language in teaching English, particularly at the primary level It highlights the relationship between attitude and the effective use of body language, emphasizing its importance as a supportive tool in English education While numerous studies on body language in teaching exist globally, research in Vietnam remains limited To enhance primary teachers' understanding and application of body language in their teaching practices, the author undertook this study, which will be detailed in the following chapter outlining the research methodology.
METHODOLOGY
Introduction
This chapter focuses on the description of the research approach, participants, research sites, instruments of data collection, research procedure and data analysis.
Research approach
This research aims to find the answers to the following questions:
1 What are the teachers‟ attitudes towards using body language in teaching
English at some primary schools in Hue city?
2 What types of body language do they use?
3 How frequently do teachers use them?
4 What are their suggestions for a better use of body language in English classes?
To answer these questions, both quantitative and qualitative researches are employed
Quantitative research utilizes mathematical methods, particularly statistics, to analyze numerical data and explain phenomena (Muijs, 2004) It quantifies opinions, attitudes, and behaviors through data collection instruments like questionnaires and surveys, allowing results to be generalized from a large population This research method clearly defines problems, facilitating respondents' understanding and yielding accurate answers (Frankfort-Nachmias & Nachmias, 1992, as cited in Matveev, 2002) High reliability of gathered data is a notable strength, supported by descriptive statistics (Cassell & Symon, 1994) However, challenges arise in data interpretation, as the context of the study may be overlooked, and researchers often must engage with a large sample size to achieve accurate results (Madrigal & McClain, 2012; Steer, 2013).
Qualitative research is defined as a naturalistic inquiry that utilizes non-intrusive data collection methods to explore the natural flow of events and the interpretations of participants (McMillan & Schumacher, 1993) This type of research focuses on describing and interpreting phenomena within their social contexts (Fryer, 1991) and aims to understand the reasons and opinions surrounding various issues Interviews are a commonly used tool in qualitative research, which is believed to provide a deeper understanding of social phenomena compared to quantitative data (Silverman, 2000) While quantitative research relies on numerical data, qualitative methods offer insights that can inform potential quantitative studies and allow for in-depth examination of specific issues or events (Patton, 2002) However, the personal characteristics of the researcher can influence the conclusions drawn from the same data (Yakkaldevi, 2014), highlighting the need for careful application of research tools to ensure valid conclusions.
In 1999, it was noted that failing to balance the relationship between concepts and qualitative research measures can result in ritualized procedures and distorted data collection techniques, ultimately leading to an inaccurate portrayal of the research subject.
Each research approach has its own strengths as well as weaknesses McCall and Bobko (1990) pointed out that no method has “superiority over the others” and that
Limiting our understanding of research methods solely to statistical analysis procedures is unproductive; enhancing discovery is also a vital aspect of methodology.
A balanced approach between qualitative and quantitative methods is essential for effective research, as highlighted by Condelli and Wrigley (2004), who advocate for a mixed-method design Utilizing both qualitative and quantitative data enhances evaluation, providing a diverse array of statistical insights (Patton, 2002) This combination not only improves data collection but also facilitates more objective analysis Consequently, the author opted to implement both methodologies in this study, ensuring robust findings The following section will detail the participants and research sites involved.
Participants and research sites
Due to the limited number of teachers at each primary school, with only 3-5 educators available, the researchers could not conduct a larger-scale investigation Consequently, the study involved 30 teachers from various primary schools in Hue City, all of whom participated in the questionnaires To gain deeper insights and clarify questionnaire responses, 10 teachers were selected for interviews, accommodating the time constraints of the respondents.
A study involving 30 teachers from various primary schools in Hue City, including Tran Quoc Toan, Phuoc Vinh, Thuy Bieu, Huyen Tran, Phu Binh, Vinh Ninh, Kim Long, Hue Star, Ly Thuong Kiet, and Le Loi, was conducted to gather insights on educational practices.
Teachers and research sites were presented in this part The next part will discuss instruments of data collection including questionnaire, interview and observation.
Instruments of data collection
Questionnaires, interviews and class observations were mainly used to collect data
The questionnaire was chosen as the primary data source because it is
“essentially a measurement tool for the collection of particular kinds of data”
According to Oppenheim (1992), questionnaires are the most popular method for gathering data from a large participant pool, allowing researchers to collect a significant number of responses efficiently within a limited timeframe (McMillan & Schumacher).
A questionnaire is an economical and standardized method for data collection that ensures respondent anonymity and can be tailored for specific research purposes (McMillan & Schumacher, 1993) It is particularly effective for sensitive topics, as it increases reliability by allowing respondents to answer comfortably without fear of embarrassment (Phella, Bloch & Seale, 2012) Despite these advantages, questionnaires also have some disadvantages that should be considered.
“questionnaires are simply not suitable for some people” (Reddy & Acharyulu,
Respondents may misinterpret questions in surveys, leading to unreliable answers or unanswered items (2008, p.171) To enhance clarity and reliability, questionnaires should be concise and utilize straightforward questions (Phella, Bloch & Seale, 2012, p.184) Additionally, incorporating interviews and class observations can help validate the data collected from the questionnaires The questionnaires were structured into four main categories, as outlined in the following table.
Teachers‟ attitudes towards using body language in teaching English
Types of body language used 3
The frequency of teachers‟ use of each type 4, 7, 10, 16, 20
Suggestions of body language use 5, 8, 11, 13, 17, 18, 21, 24, 25
Thirty copies of questionnaires were delivered to thirty teachers (see Appendix
1) and they were translated into Vietnamese so that the questions can be fully understood (see appendix 2)
The interview was used along the questionnaire because according to Nunan
(1992), “In face-to-face interview, participants could be questioned about their experience and face-to face environment allowed for immediate clarification”
Interview activity, as noted by Richard (2001), is highly adaptable and flexible, catering to various individuals and issues, leading to clarified and accurate responses Unlike questionnaires, which may not suit everyone, interviews allow for real-time clarification of questions, enhancing understanding The extended duration of interviews provides an opportunity for interviewers to offer additional information However, a potential drawback is the reliability of responses, which can be affected by the interviewer's influence, making consistency and objectivity challenging (Denscombe, 2003) To address these issues, the researcher meticulously prepared interview topics in advance (see Appendix 3), built trust with interviewees by clearly explaining the study's purpose, controlled the context, actively listened, and provided brief explanations for complex questions, ensuring interviewees felt comfortable in their responses.
A random selection of ten primary school teachers was interviewed for approximately ten minutes each, using the Vietnamese language to ensure clarity in understanding the questions To maintain confidentiality, the teachers were not identified by their names but instead referred to by codes, such as Te1 for the first teacher and Te2 for the second teacher.
Observation methods, as highlighted by Cohen, Manion, and Morrison (2000), are effective tools for gaining insights into various educational settings, ensuring the reliability of data collected through questionnaires and interviews However, a notable drawback is that observed participants may feel uncomfortable, potentially altering their typical classroom behaviors To mitigate this issue, the researcher aimed to create a comfortable atmosphere for both teachers and students by clarifying that the observation was solely for understanding classroom dynamics rather than for evaluative purposes.
The researcher conducted observations of five classes across various primary schools to enhance understanding and validate responses from questionnaires and interviews A classroom observation sheet was developed using both quantitative and qualitative methods to assess teachers' use of body language while teaching English.
Research procedure
Thirty copies of questionnaires were delivered to thirty teachers (see Appendix
1) of ten primary schools (Tran Quoc Toan, Phuoc Vinh, Thuy Bieu, Huyen Tran, Phu Binh, Vinh Ninh, Kim Long, Hue Star, Ly Thuong Kiet, Le Loi)and they were translated into Vietnamese so that the questions can be fully understood (see appendix 2)
A random selection of ten teachers from a pool of thirty primary school educators was interviewed, with each session lasting approximately ten minutes The interviews were conducted in Vietnamese to ensure clarity in understanding the questions To maintain confidentiality, the teachers were not identified by name but were assigned codes, such as Te1 for the first teacher and Te2 for the second teacher.
The researcher conducted observations in five different primary school classes to enhance and validate the responses obtained from questionnaires and interviews To facilitate this, a classroom observation sheet was created, incorporating both quantitative and qualitative elements, focusing on how teachers utilize body language while teaching English.
Appendix 5) The observations were arranged in permission of the teachers.
Data analysis
The research utilized both quantitative and qualitative methods, with questionnaire data analyzed through categorization and percentage calculation Interview data were organized into thematic groups, while class observations served to validate the findings from the questionnaires.
Summary
This chapter outlines the research methodology, including the participants, research sites, and data collection instruments used The subsequent chapter will present and analyze the findings derived from this research.