INTRODUCTION
Rationale of the study
Communication is essential in human life, enabling the sharing of knowledge, ideas, emotions, and attitudes through both verbal and nonverbal channels Nonverbal communication (NVC) is a vital component that complements or obstructs verbal communication, depending on its application Research indicates that a significant portion of daily human interaction is nonverbal, with estimates suggesting that over 60% to 90% of communication occurs through NVC While the exact figures may vary, they underscore the critical role that nonverbal cues play in our everyday exchanges.
In language teaching classrooms, the importance of nonverbal communication (NVC) should not be overlooked, as it plays a crucial role in the interaction between teachers and students Effective communication is essential for the success of both parties, requiring proficiency in both verbal and nonverbal skills This is particularly relevant in English language teaching (ELT) environments, where successful communication is fundamental to the learning process Researchers increasingly recognize the significance of NVC in enhancing classroom dynamics and fostering effective learning experiences.
Nonverbal communication (NVC) significantly impacts the dynamics of language teaching classrooms, as highlighted by Woolfolk and Brooks (1983) Both teachers and students must recognize their NVC competence to facilitate effective communication Particularly, teachers, as primary knowledge transmitters, should be mindful of their nonverbal cues, as these can greatly affect the classroom environment, instructional quality, student engagement, and overall learning outcomes Stevick (1982) emphasizes the importance of this awareness in enhancing educational experiences.
Effective teacher body language is crucial in the classroom, encompassing eye contact, physical distance, and appropriate touch These subtle cues significantly influence students' feelings of welcome and comfort, fostering a positive learning environment.
Research indicates that teachers' nonverbal immediacy behaviors significantly influence students' attitudes and feelings towards a subject (Andersen, 1979) Additionally, conflicting verbal and nonverbal messages from teachers can lead to student confusion, negatively impacting learning outcomes (Miller, 1988) Given the crucial role of nonverbal communication (NVC) in language classrooms, it is essential for teachers to master these skills to enhance their teaching effectiveness Despite its importance, there is a lack of research on this topic within the Vietnamese context Therefore, the author has undertaken a study titled "The Use of Nonverbal Communication by Teachers in Teaching English to the 8th Grade Classes at Nguyen Viet Xuan Junior Secondary School in Khanh Hoa Province."
Objectives of the research
The research aimed to investigate teachers' perceptions of their own nonverbal communication (NVC), identify the types of NVC commonly utilized in the classroom, and assess the frequency of their usage Additionally, the study seeks to provide recommendations for effectively incorporating NVC in language teaching environments.
Based on the aims of the research, four questions are raised as follows:
1 What is teachers‟ perception about their own NVC?
2 What types of NVC do teachers often use in class?
3 How frequently do they use them?
4 What are their suggestions and students‟ suggestions for the use of NVC by teachers in class?
Significance of the research
This research aims to assist English language teachers in effectively utilizing Nonverbal Communication (NVC) in their instruction Additionally, it may inspire future studies on the role of NVC in the classroom The findings of this study could also provide valuable insights for teachers and curriculum planners when designing syllabi that incorporate these outcomes.
Delimitation of the research
Due to the diverse types of non-verbal communication (NVC), this research focuses specifically on common forms found in the language classroom, including body movements, facial expressions, eye contact, voice pitch, and the spatial distance between teachers and students.
This study specifically focuses on the 8th-grade English language classes at Nguyen Viet Xuan Junior Secondary School in Khanh Hoa province, excluding other educational types and levels.
Brief outline of the thesis
The thesis comprises five chapters: Chapter 1 outlines the rationale, aims, significance, and structure; Chapter 2 defines key terms, reviews previous studies, and identifies the foundational theories; Chapter 3 details the research methods and data collection process; and Chapter 4 presents the findings and discussion.
5 summarizes all and presents the implications for the English language teachers at Nguyen Viet Xuan Junior Secondary School, and suggestions for further studies
LITERATURE REVIEW
Definition of Nonverbal communication
Nonverbal communication (NVC) is defined in various ways by different authors, ranging from general to specific interpretations For this research, the author focuses on three key definitions that align with the study's objectives, specifically those by Levine and Adelman (1993), Richmond and McCroskey (1995), and Gramble and Gramble (1998) These definitions will serve as the foundational framework for the thesis development.
The first one is introduced by Levine and Adelman (1993) They define the term
Nonverbal communication (NVC) refers to "silent communication" that encompasses gestures, facial expressions, eye contact, and conversational distance While this definition highlights the general nature of NVC as a form of silent expression, it becomes more specific by identifying the key elements involved The distinction between verbal communication and NVC is significant, as NVC encompasses a broader range of interactions Consequently, the definition provided by Levine and Adelman appears somewhat limited, as it primarily focuses on body language and a specific aspect of environmental language, overlooking the extensive scope of nonverbal communication.
Richmond and McCroskey (1995) redefine nonverbal communication (NVC) not merely as "silent" communication, but as a dynamic process where one individual conveys meaning to another through nonverbal messages This perspective offers a more nuanced understanding of NVC, emphasizing its role in the exchange of meaning between individuals.
5 than Levine and Adelman (1993) However, the authors do not point out what these means of nonverbal messages are
Another definition is from Gramble and Gramble (1998) who put:
Nonverbal communication refers to the transmission of messages without the use of words, encompassing actions, attributes, and the use of objects, sounds, time, and space These nonlinguistic elements carry socially shared significance and evoke meaning in others.
The definition of Nonverbal Communication (NVC) effectively highlights its essence as a communication form that transcends words However, it falls short by only addressing a few nonlinguistic elements, such as "objects or sounds, time and space," while neglecting other crucial aspects like touching, gestures, posture, facial expressions, and eye contact.
Nonverbal communication (NVC) is defined as a form of communication that does not involve words, a concept shared by Levine and Adelman (1993) as well as Richmond and McCroskey (1995) Gramble and Gramble (1998) describe NVC specifically as "a form of communication that does not include words," while Levine and Adelman refer to it as "silent" communication According to the Oxford dictionary, "silent" means "not expressed with words or sound," highlighting the core idea that NVC operates independently of verbal language.
Levine and Adelman (1993) and Gramble and Gramble (1998) share similar definitions of nonverbal communication (NVC), highlighting its multifaceted nature Gramble and Gramble (1998) emphasize that nonlinguistic elements, such as "objects or sounds, time, and space," can be integrated with "gestures, facial expressions, eye contact, and conversational distance," as outlined by Levine and Adelman, to provide a more comprehensive understanding of NVC.
Gramble and Gramble (1998) align with Richmond and McCroskey (1995) in their definitions by highlighting the role of nonlinguistic means in communication Despite the differing terminology—“nonverbal means” versus “nonlinguistic means”—both terms serve the same function of conveying nonverbal messages in nonverbal communication (NVC).
The definitions provided by Gramble and Gramble (1998), along with those from Richmond and McCroskey, enhance and refine Levine and Adelman's (1993) definition Therefore, this thesis will incorporate all three definitions to create a more comprehensive framework.
Types of Nonverbal communication
Nonverbal communication (NVC) can be categorized in various ways by different linguists For this thesis, the researcher focuses on two specific classifications that are straightforward and relevant to the study The first classification is derived from Morain.
(1978), and the other is from Gramble and Gramble (1998)
According to Morain (as cited in Ton, 2002, p.30), there are three main categories of NVC as follows:
Body language: including movements, gestures, postures, facial expressions, gaze, touch, and distancing
Object language: comprising signs, designs, artifacts, and clothing
Environment language: consisting of colors, lighting and architecture
Morain's classification of nonverbal communication (NVC) is notable, yet it overlooks key elements like eye contact and tone of voice To address this gap, Gramble and Gramble (1998) propose a more detailed classification, dividing NVC into seven distinct categories.
Kinesics: facial expressions, gestures, eye movements, postures, rates of walk
Paralinguistics: how words are spoken, variations in the voice
Proxemics: how space and distance are used
Haptics: different types of touching
Clothing and artifacts: appearance, styles
Colors: variations in clothing and environmental colors
Chronemics: using time to communicate (p.107)
Gramble and Gramble (1998) align with Morain's perspective, as referenced by Ton (2002), by highlighting similar aspects of non-verbal communication (NVC), including facial expressions, eye movement, and personal space.
The terms used to describe nonverbal communication (NVC) may vary, such as "kinesics" referring to body movement, which originates from the Greek word "kinesis," meaning "movement." Despite differences in terminology and classification, both methods essentially address similar aspects of NVC This research aims to explore the types of NVC that teachers frequently utilize in the classroom.
Functions of nonverbal communication
Richmond and McCroskey (1995) define nonverbal communication (NVC) as the process of conveying meaning through nonverbal messages To fully grasp the meanings that these nonverbal cues communicate, it is essential to understand the various functions of NVC.
There are various scholarly perspectives on the functions of nonverbal communication (NVC) This section focuses on three selected viewpoints that stand out due to their specificity and the abundance of illustrative examples they provide.
The first is from Samovar and Porter (1991, pp.181-182) According to them, NVC serves five basic functions as follows:
1 Repeating: repeat what have been said verbally, e.g you might hold up your hand in the gesture that signifies “stop”, at the same time you actually use the word “stop”
2 Complementing: add 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 pat that person on the shoulder, at the same time offering the verbal compliment
3 Contradicting: contradict verbal messages, e.g you tell someone that you are not nervous, at the same time your hands are trembling, your eyes are blinking rapidly, and your face is covered with sweat beads
4 Substituting: replace verbal messages, e.g if you see your very special friend, you are apt to throw open your arms to great him/her, instead of saying “Hi”, “Good day”, or the like
5 Regulating: regulate and manage 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
In communication, the "contradicting" function is crucial, as misunderstandings can arise when interlocutors overlook nonverbal cues When nonverbal signals accompany verbal language, they provide insight into the true feelings and thoughts of the speaker This concept is further illustrated by an example from Gramble and Gramble (1998), which clarifies the importance of recognizing nonverbal communication in effective dialogue.
Sharing the point of view of Samovar and Porter (1991) in this issue, Gramble and Gramble (1998) also point out that NVC has five functions which follow:
1 Contradict/ negate verbal message: what is said and what is done are at odds e.g a little boy hides behind his mother as he says, “I’m not afraid of dog.”
2 Emphasize/ underscore verbal messages: what is said e.g the woman says
“I love you” to her husband while hugging him and smothering him with kisses
3 Regulate/ control interaction: what is done regulates or controls what is said e.g the teacher asks “Any question?” and fails to wait for a response before moving on to the next lesson
4 Reinforce/ complement verbal messages: what is done adds redundancy to what is said e.g when someone asks, “How are you?” and you reply
“Great”, and smile and make an OK sign with your fingers
5 Substituting for/ replace verbal messages: what is done replaces what might have been said e.g when someone asks, “what do you want to do tonight?”, a shrug of the shoulders is frequently used in place of “I don’t know” (pp 104-105)
Both authors acknowledge that, despite differing terminology regarding the functions of Nonverbal Communication (NVC), their perspectives align in recognizing that NVC can complement, contradict, substitute, and regulate verbal communication.
When discussing the functions of nonverbal communication (NVC), it's important to consider additional perspectives beyond the commonly mentioned ones Hargie and Dickson (2004) present a comprehensive view by outlining nine key functions of NVC that warrant attention.
1 Replace verbal communication in situations where it may be impossible or inappropriate to talk, e.g deep-sea divers when walking underwater
2 Complementing verbal communication, thereby enhancing the overall message, e.g one uses nonverbal behavior alongside what is said in giving directions
3 Modify the spoken word, e.g the mother wants to ensure that her son is listening closely and taking seriously what she is saying, she may, in addition to the words, “Listen to me”, swing him around to face her closely and put both arms in his shoulders
4 Contradict, either intentionally or unintentionally what is said, e.g one says he is being so happy with a very sad voice
5 Regulate conversation by helping to make speech turn, e.g when having a talk with someone uses his eyes contact, body orientation, tone of voice, gestures, etc, as signs to take or yield the floor
6 Express emotions and interpersonal attitudes, e.g such emotional states as love, hate, fear, surprise, anger, sadness, and happiness, etc, can be read through one‟s look, or facial expressions
7 Negotiate relationships in respect of, for instance, dominance, control and liking, e.g those of higher rank are inclined to speak in a louder voice, choose a focal position in a room, look while speaking and using long glances to establish a dominant relationship
8 Convey personal and social identity via such features as dress and adornments, e.g through clothing, hairstyles, make-up, and so on, one sends messages about himself and the groups to which he belongs
Importance of Nonverbal communication
Nonverbal communication (NVC) plays a crucial role in both educational settings and everyday interactions, drawing significant interest from researchers Its importance is undeniable, whether occurring in the classroom or in other environments.
Most of the studies show that NVC makes up a large amount in daily human communication Allan and Pease (2004) claim that 65% to 90% of the
Nonverbal communication (NVC) constitutes over 60% of human interactions, as highlighted by Birdwhistell (Ton, 2002) Additionally, Levine and Adelman (1993) emphasize that 93% of the message content is conveyed through facial expressions and vocal pitch, leaving only 7% attributed to verbal communication This indicates that NVC plays a significantly larger role in human communication than spoken words.
Nonverbal communication (NVC) is often seen as a more reliable indicator of truth than verbal communication Heraclitus, as cited by Samovar and Porter (1991), emphasizes that "eyes are more accurate witnesses than ears," while Bovee, Thill, and Barbara (2003) assert that "people's actions often speak louder than their words." This suggests that NVC can reveal the honesty behind verbal messages, as supported by Hargie and Dickson (2004), who describe NVC as "a more truthful form of communication." For instance, a child may verbally affirm they have eaten, but their nonverbal cues, such as a head nod indicating "no," can expose dishonesty Similarly, Gramble and Gramble (1998) illustrate this with a boy claiming he is not afraid of a dog while hiding behind his mother, showcasing how body language can contradict spoken words Overall, while verbal communication can easily convey falsehoods, NVC is less likely to do so.
Nonverbal communication (NVC) plays a crucial role in daily human interactions, making its significance in the English as a Foreign Language (EFL) classroom undeniable Research by Woolfolk and Brooks (1983) highlights that nonverbal behavior significantly impacts the attitudes of both teachers and students Furthermore, Miller (1988) emphasizes that when teachers' verbal messages contradict their nonverbal cues, it leads to confusion among students, undermining effective communication.
Non-verbal communication (NVC) plays a crucial role in shaping the classroom atmosphere and enhancing learning outcomes, as highlighted by Ton (2007) The effectiveness of both teachers and students is significantly influenced by communication dynamics, which are incomplete without NVC Stevick (1982) emphasizes that a teacher's body language is paramount, noting that subtle cues such as eye contact, physical proximity, and touch convey important messages that impact students' feelings of welcome and comfort Therefore, in addition to subject knowledge and verbal skills, teachers can foster positive student emotions through effective use of NVC, underscoring the need for educators to recognize its importance alongside verbal communication.
Related studies
Nonviolent Communication (NVC) significantly impacts human interactions, prompting extensive research by scholars globally This section will review studies pertinent to the thesis project.
The study “Teachers’ Nonverbal Communication and its Impact on the Learners’ Motivation” by Negi (2009) aimed to identify the most frequently used nonverbal behaviors of teachers and their effect on learners' motivation in English Language Teaching (ELT) classrooms Utilizing questionnaires and observation forms, the research examined components of nonverbal communication (NVC) such as kinesics, facial expressions, oculesics, proxemics, physical appearance, paralanguage, and chronemics The findings revealed that teachers' nonverbal behaviors significantly influence learners' motivation; students felt highly motivated by engaging teachers, while they struggled with those who displayed cold stares or pointed at them with raised fingers.
The study highlights that student engagement increases when teachers maintain movement in the classroom and establish frequent eye contact The author provides three key recommendations: (1) Teachers should smile and nod to encourage open communication, allowing students to share their challenges; (2) Active participation can be fostered through movement, eye contact, questioning, and discussions; (3) Teachers should create a positive classroom atmosphere by making students laugh, effectively illustrating lesson content, summarizing key points, and avoiding negative expressions like frowning The research successfully addresses essential aspects of non-verbal communication (NVC) in teaching, offering valuable insights for educators However, the data collection methods, which relied solely on questionnaires and observations, could be enhanced by incorporating interviews for a more comprehensive analysis.
In the study "The Impact of Perceived Teachers' Nonverbal Immediacy on Students' Motivation for Learning English" by Hsu (2009), the focus was on how teachers' nonverbal immediacy behaviors affect students' motivation to learn English Similar to Negi's (2009) research, Hsu's study involved participants responding to instruments measuring the frequency of these nonverbal behaviors The results indicated a significant positive correlation between teachers' nonverbal immediacy—such as smiling, gesturing, maintaining a relaxed body position, and varying vocal expressions—and students' motivation Despite numerous studies highlighting the link between teacher immediacy and student motivation, there remains a gap in research specifically exploring how nonverbal immediacy behaviors contribute to enhancing students' learning motivation.
The research highlighted the significance of teachers' nonverbal communication (NVC) in English Language Teaching (ELT) and its positive impact on learners' motivation However, it primarily concentrated on nonverbal immediacy behaviors of teachers, limiting the exploration of broader nonverbal language aspects in the classroom.
The last reviewed study is entitled “A Study on Eye contact in English Speaking Classes at Hue College of Foreign Languages” by Nguyen (2007) In fact, it was her
This study, conducted as part of a MA thesis in the Vietnamese context, aimed to explore the perceptions of students and teachers at Hue College of Foreign Languages regarding the significance of eye contact in English speaking classes.
(2) how eye contact is used by both sides, (3) what factors influence their use, and
The study explored students' attitudes towards teachers' eye contact and vice versa, utilizing questionnaires, interviews, and videotaping for data collection It focused specifically on teachers' eye contact in English speaking classes, revealing that most teachers recognized its significance in facilitating interactions, demonstrating attentiveness, expressing emotions, conveying information, monitoring feedback, fostering understanding, and building relationships The research examined eye contact in three contexts: greetings at the lesson's start, students speaking in front of the class, and teachers presenting new material Findings showed that while teachers maintained eye contact during greetings, limitations such as short time, large class sizes, and fixed seating arrangements hindered equal engagement with all students Additionally, teachers effectively maintained eye contact with both the speaking students and the audience during presentations.
The study revealed that teachers predominantly focused their eye contact on the speaker, often neglecting other aspects of the classroom However, when presenting new points, they made an effort to engage all students through eye contact Key factors influencing teachers' eye contact in English speaking classes included habits, emotions, friendliness, confidence, and interest Most students reported satisfaction with the level of eye contact from their teachers Overall, the research successfully highlighted the importance of eye contact in non-verbal communication (NVC) within the classroom, particularly in the Vietnamese context, although it was limited to eye contact and did not explore other forms of NVC.
The studies by Negi (2009) and Hsu (2009) highlight the influence of nonverbal communication (NVC) on learners' motivation but overlook the perceptions and suggestions of teachers and students regarding its use in the classroom Additionally, these studies do not align with the Vietnamese context, which may contribute to differing research outcomes Conversely, Nguyen's (2007) study, while conducted in Vietnam and considering teachers' perspectives, focuses solely on eye contact and neglects other forms of NVC This research aims to address the gaps identified in previous studies by providing a more comprehensive examination of NVC in the Vietnamese educational setting.
Summary
This chapter highlights the fundamental theories surrounding Nonverbal Communication (NVC) and underscores its significant role in human interactions, particularly within classroom settings Despite its importance, there is a lack of research on teachers' use of NVC in English instruction in Vietnam This gap in the literature prompted the author to undertake this study, which will be detailed in the following chapter outlining the research methodology.
METHODOLOGY
Participants of the study
The study involved 100 randomly selected 8th-grade students and 5 English language teachers from Nguyen Viet Xuan Junior Secondary School in Khanh Hoa province Participants engaged in questionnaires, interviews, and observations, with confidentiality ensured by using codes for identification, such as Te1 for the first teacher and Stu1 for the first student.
The number of participants responding to the questionnaires comprised two groups:
A total of 100 students participated alongside 5 teachers in a study aimed at enhancing the quality of feedback regarding teachers' Nonviolent Communication (NVC) The insights gathered from the students served primarily to validate the findings obtained from the teachers' questionnaire.
The study involved both teachers and students as interview participants While the number of teacher participants remained constant, only 10 students were selected randomly from those who completed the questionnaire.
The observation participants were also the students and English language teachers who took part in answering questionnaire and interview Three classes and three teachers were chosen randomly for observation.
Data collection
The data collection instruments included questionnaires and interviews They are presented as follows:
This study utilized a questionnaire as the primary data collection tool, which, according to Oppenheim (1992), is an effective means of gathering specific data McMillan and Schumacher (1993) note that questionnaires are economical, standardized, and can be tailored for anonymity and specific purposes However, a significant drawback is the potential for low response rates, as highlighted by Reddy and Acharyulu (2008), which can undermine the reliability of statistical analyses To mitigate this issue, the research implemented strategies to enhance response rates, such as designing clear questionnaires with simple layouts (Puleo, as cited in Boynton, 2004) and ensuring each question serves a clear, concise purpose.
According to Oppenheim, Edwards, and McColl (as cited in Boynton, 2004), effective questionnaire design involves providing clear instructions, shortening questions, and organizing them logically Reddy and Acharyulu (2008) highlight a significant drawback of questionnaires: the inability to probe responses, which can occur when answer choices do not adequately capture respondents' insights To address this, the researcher included space for comments, allowing respondents to qualify their answers and provide additional information Furthermore, Reddy and Acharyulu (2008) note that questionnaires may not be suitable for all participants, particularly 8th-grade students who may struggle with reading comprehension To mitigate this issue, the researcher simplified the language of the questionnaires, translated them into Vietnamese, and included visual aids to enhance understanding Each question focused on a single issue to avoid confusion Additionally, the questionnaires underwent pretesting with 20 representatives of the target group, who were encouraged to provide feedback on clarity and ambiguity, ensuring the effectiveness of the final instrument.
To effectively gather responses, two distinct questionnaires were created for students and teachers, reflecting their differing purposes The teacher's questionnaire comprised 22 questions, while the student's version included 24 questions Both sets featured a mix of closed-form items, partially open-ended items, and fully open-ended questions to capture a range of responses.
Closed form items in research offer advantages like ease of scoring and quicker responses from participants, as noted by McMillan & Schumacher (1993) Bordens and Abbott (1999) highlight that these items allow researchers to control response ranges, making analysis simpler However, closed-ended questions can lead to a loss of accuracy and variability in responses, as they may not capture the full range of participants' opinions (McMillan & Schumacher, 1993) Respondents may choose fixed responses that do not accurately reflect their views, which can be problematic (Bordens & Abbott, 1999) To mitigate these issues, partially open-ended questions provide fixed options along with an additional category for respondents to express their feelings more accurately Open-ended items, while allowing for detailed responses, can result in irrelevant answers and complicate analysis due to the challenges of coding (Neuman, 2000).
20 open-ended questions were only used to collect very precise judgments of each individual respondent
Numerous researchers have explored nonverbal communication (NVC) in educational settings, with each study contributing valuable insights This research utilized a questionnaire framework based on Butt's (2011) study, "Impact of Nonverbal Communication on Students' Learning Outcomes," which employed separate closed-ended questionnaires for teachers and students, utilizing a 5-point Likert scale for efficient responses The focus was on both teachers' and students' NVC, gathering data on its significance, awareness, and application The researcher adapted the original framework by modifying questions to specifically target teachers' NVC and incorporating various item types, including partially open-ended and 7-point scale items, to enhance response quality Additionally, definitions and illustrative images of NVC types were included to clarify the questions for respondents.
The questionnaire serves as the main data collection tool in survey research due to its significant advantages However, participants may not always provide accurate or complete information, prompting the use of interviews to verify the findings obtained from the questionnaire.
Following the completion of the questionnaires, interviews were conducted to validate the findings and gather additional insights that were not captured in the initial survey.
Interviews are defined by Borg and Gall (1989) as a method for collecting data through direct verbal interaction between individuals, a concept further supported by McMillan and Schumacher (1993), who highlight the direct engagement between the interviewer and the subject This direct interaction presents both advantages and disadvantages, with notable benefits including flexibility and adaptability in the interview process.
1993, p.250) While the questionnaire might not be suitable for some people, the interview can be used for many different problems and different types of persons
Speech-based communication is accessible to individuals who are illiterate or too young to read and write During interviews, interviewers can probe, clarify, and elaborate on responses to ensure accuracy However, despite its advantages, this technique also presents certain disadvantages.
To address the risks of subjectivity and bias in qualitative research, the interviewer maintained a neutral stance, encouraging respondents to share their genuine feelings Additionally, to minimize expenses, face-to-face interviews were preferred over telephone interviews, balancing cost-effectiveness with the need for in-depth responses.
In this research, the interview utilized semi-structured questions, a format identified by McMillan and Schumacher (1993) that combines elements of both structured and unstructured questioning This approach features open-ended items, enabling participants to provide individual responses and share their insights more freely.
The time of each interview lasted 15minutes for teachers, and 10 minutes for students To make it easy and comfortable for the interviewees to respond, the
The interviews were conducted informally in Vietnamese, the native language of the participants Prior to the interviews, the purpose was clearly explained to the interviewees to ensure they felt confident and comfortable in providing their responses.
Observation serves as a supplementary method for validating findings gathered from questionnaires and interviews, rather than being a primary data source Participants may hesitate to express their genuine opinions in written or verbal formats, but observation allows for direct insight into their behaviors and interactions Prior to conducting questionnaires and interviews, three observations were carried out in different classes to equip the researcher with a clearer understanding of the key elements to focus on in these subsequent data collection methods.
Observation, like questionnaires and interviews, has its pros and cons The advantages include the collection of accurate and reliable data, enhanced understanding of verbal responses, and lower costs compared to other methods However, disadvantages exist, such as participants feeling uncomfortable under observation, potential subjectivity due to the observer's presence, and the time-consuming nature of the method To mitigate these drawbacks, researchers aim to remain neutral during observations and clearly define their objectives.
Data collection procedure
As mentioned, the data collection via observation was done firstly It took place in three classes and lasted one week The observations were arranged in permission of the teachers
Data collection was conducted over a week using a questionnaire, starting with students before moving on to teachers Following a pilot test, the complete questionnaire was distributed to participants Subsequently, interviews were held over two weeks, commencing with teachers and then students, after completing observations and questionnaires The interviewer scheduled appointments with interviewees, explained the interview's purpose, and engaged in small talk to create a comfortable environment Responses were recorded during the interviews, and at the end, the interviewer expressed gratitude for the participants' cooperation and invited any comments or suggestions regarding the interview process.
Data analysis
The data gathered from the questionnaires were analyzed and presented as percentages Additionally, the interview responses were summarized and organized into key themes to complement the questionnaire findings.
The observation data served as a supplementary source, utilized solely to validate the findings derived from questionnaires and interviews, thereby reinforcing the quantitative analysis approach of the study.
Summary
This chapter outlines the participants and instruments used in the study, detailing the data collection methods, which included questionnaires, interviews, and observations The following chapter will provide a comprehensive analysis and reporting of the findings.
FINDINGS AND DISCUSSION
Findings and discussion of the data collected from teachers
This section presents and discusses the findings gathered from the teacher questionnaire, reflecting the author's perspective and relevant literature Key insights include teachers' perceptions of their own non-verbal communication (NVC).
This article explores the various types of Nonviolent Communication (NVC) that teachers commonly employ in the classroom, examines the frequency with which these NVC methods are utilized during instruction, and offers recommendations for enhancing the use of NVC by educators in their teaching practices.
4.1.1 Teachers’ perception about their own NVC
In the teaching process, educators utilize various types of non-verbal communication (NVC), each carrying distinct meanings and effects Consequently, teachers’ perceptions of the significance and necessity of each NVC type can vary widely.
4.1.1.1 Types of NVC EFL teachers should pay attention to in their
Figure 4.1 highlights that eye contact is a crucial aspect of non-verbal communication (NVC) that EFL teachers should focus on, as it was endorsed by all respondents Additionally, body movements and facial expressions were also recommended as important elements in effective English teaching.
80% of respondents Pitch of voice and spatial distance were suggested by only
Figure 4.1 Types of NVC teachers should pay attention to in their English teaching
Eye contact emerged as the most significant form of nonverbal communication (NVC) among English teachers, followed by body movements and facial expressions, while pitch of voice and spatial distance received less focus Teachers emphasized the importance of eye contact, body movements, and facial expressions, believing they are more impactful than pitch and spatial distance This perspective is echoed by various authors who also prioritize these forms of NVC in their discussions.
NVC, as highlighted by Levine and Adelman (1993), underscores the significance of non-verbal cues such as gestures, facial expressions, and eye contact, while also touching on aspects of environmental language, particularly conversational distance This indicates a varying level of awareness regarding the different types of non-verbal communication.
4.1.1.2 Level of importance of NVC in English teaching learning process
As shown by Figure 4.2, 60% of respondents believed that NVC was very important; meanwhile the remaining respondents (40%) thought NVC was slightly important None of them completely denied its role
Figure 4.2 Level of importance of NVC in English teaching learning process
A significant discrepancy emerged between the questionnaire results and interview findings regarding the importance of Nonviolent Communication (NVC) among teachers While 80% of the interviewed teachers emphasized that NVC is very important, only 20% considered it moderately important An illustrative quote from an interview with Teacher 2 on April 22, 2013, highlights this perspective.
Nonverbal communication (NVC) plays a crucial role in the English teaching and learning process, as well as in various contexts Human emotions are often conveyed more through nonverbal cues than through spoken words In the classroom, NVC significantly impacts students' learning experiences; for instance, a teacher's frown can create a challenging environment for students, while a smile fosters a more positive and effective learning atmosphere.
In another interview, Te5 (April 25th, 2013) asserted:
Nonverbal communication (NVC) plays a significant role in the English teaching and learning process, as it complements verbal interactions between teachers and students For instance, making eye contact with students can indicate their willingness to engage and respond to questions, while a lack of eye contact may suggest that they are unprepared or unsure of the answers Understanding these nonverbal cues is essential for effective classroom communication.
27 questions In my mind, NVC is a communicative type without use of any “saying” but very effective
All teachers, despite their differing perspectives, recognized the significance of Nonviolent Communication (NVC) in the English teaching and learning process, aligning with findings from Ton's study (as cited in Nguyen).
Nonverbal communication (NVC) is essential for creating a positive classroom atmosphere and facilitating successful learning, as highlighted in research from 2007 Its significant role in the English teaching and learning process cannot be overlooked.
4.1.2 Types of NVC teachers often use in class
Figure 4.3 indicates that all teachers (100%) frequently utilized eye contact and spatial distance, while 40% of teachers often employed body movements and facial expressions In contrast, only 20% of teachers regularly used variations in pitch of voice.
Figure 4.3 Types of NVC the teachers often use in class
Eye contact and spatial distance are the most frequently utilized forms of nonverbal communication (NVC) among teachers, with 100% of educators employing eye contact and 80% using spatial distance Following these, body movements and facial expressions are also commonly used, while pitch of voice ranks last in frequency This pattern aligns with observational findings, highlighting the importance of these NVC types in effective teaching.
Figure 4.1 and Figure 4.3, it can be seen that eye contact had a firm position in
A study on 28 teachers revealed a strong emphasis on eye contact in their use and perception of Nonviolent Communication (NVC), while the significance of pitch of voice was notably overlooked To understand this disparity, interviews were conducted with the teachers One notable extract from an interview with Teacher 2 on April 22, 2013, highlights these observations.
Eye contact is the most impactful aspect of nonverbal communication (NVC) in my teaching By making direct eye contact with my students, I can gauge their thoughts and feelings, enhancing our interaction For instance, when I ask questions in class, this eye contact helps me draw out their ideas effectively Conversely, I find that my students struggle to interpret my nonverbal cues related to pitch of voice, so I limit its use in my teaching methods.
In an interview with another teacher, Te5 (April 25 th , 2013) said:
Findings and discussion of the data collected from students
The findings presented here highlight students' suggestions for teachers on implementing Nonviolent Communication (NVC) in the classroom It is important to note that the insights gathered from students primarily serve to corroborate the data obtained from the teachers' questionnaire responses.
4.2.1 Suggestions for teachers’ use of NVC in class
4.2.1.1 Positive impacts of teachers’ NVC on students
4.2.1.1.1 Using hands, shoulder and head to make the lesson more interesting and informative
According to Table 4.5, a significant 57% of students strongly believe that teachers should occasionally use their hands, shoulders, and heads to enhance the interest and informativeness of lessons Additionally, 20% of students agree with this perspective, while 19% remain undecided In contrast, only 3% disagree, and a mere 1% strongly disagree with the idea.
Table 4.5 Using hands, shoulder and head to make the lesson more interesting and informative
Using hands, shoulder and head
According to the data presented in Table 4.5, a majority of students believe that teachers should utilize gestures, such as hand, shoulder, and head movements, to enhance lesson engagement and information retention The questionnaire responses indicate that, in addition to verbal communication, body language can effectively introduce new vocabulary, making learning more captivating and aiding in quicker recall This approach aligns with the notion that visual stimuli are often more memorable than auditory information alone Furthermore, students expressed that incorporating these techniques could significantly boost their overall learning experience.
Teachers' body language significantly influences students' confidence and engagement in the classroom Positive reinforcement, such as nodding or clapping for correct answers, boosts students' self-esteem, while negative gestures, like shrugging or shaking their heads, can lead to feelings of insecurity Furthermore, some students expressed discomfort when teachers pointed at them with a finger, as this gesture can have adverse effects on their confidence Negi (2009) highlighted this concern in his research, noting that students often struggle to cope with teachers who single them out in this manner The subsequent sections will further explore the negative impacts of teachers' body movements on students.
Thus, it can be said that both teachers and students suggested that teachers should use hands, shoulder and head to make the lesson more interesting and informative
A study by Butt (2011) demonstrated that effective use of hands, shoulders, and head by teachers enhances students' comprehension of story lessons and provides additional context Both teachers and students supported this finding, emphasizing the importance of body language in teaching However, the study also cautioned against excessive or inappropriate body movements, as they can negatively impact student learning.
4.2.1.1.2 Using facial expressions to help students take part in the lesson
According to Table 4.6, a significant majority of students (74%) believe that teachers should maintain a smiling demeanor during lessons to encourage participation In contrast, only 5% of students felt that a blank expression would be appropriate, while 10% preferred a straight face to engage students Additionally, 11% of students expressed that teachers should adapt their facial expressions—whether smiling, blank, or straight—based on the specific needs and context of the lesson.
Table 4.6 Using facial expressions to help students take part in the lesson Using facial expressions
According to Table 4.6, a majority of students believe that teachers should maintain a smiling demeanor to encourage participation in lessons The questionnaires revealed that positive facial expressions, such as smiling and showing excitement when students answer correctly, can significantly motivate students to engage This aligns with Negi's (2009) findings, which emphasized that teachers who smile foster a supportive environment, allowing students to express their difficulties more openly Conversely, students strongly advised against teachers displaying disappointment when answers are incorrect, as such expressions can undermine students' confidence and create anxiety about future responses.
Students believe that teachers should adapt their facial expressions based on the communication context to enhance classroom participation For instance, smiling while delivering lectures can motivate students to engage more actively in lessons Conversely, maintaining a serious expression when addressing disruptive behavior, such as noise-making, can reinforce classroom discipline.
To effectively manage student behavior and enhance engagement in the classroom, teachers should maintain appropriate facial expressions, as suggested by Butt (2011) The study highlights that expressions of anger or a smile can significantly influence students' understanding and responsiveness to lessons Therefore, students' recommendations for teachers to adapt their facial expressions based on the communication context are valid and should be taken into account to foster a more conducive learning environment.
Both teachers and students largely agree that a smiling demeanor from educators encourages student participation in lessons However, teachers should be mindful of adapting their facial expressions based on the communication context to effectively engage students.
4.2.1.1.3 Using either falling or raising intonation to attract students’ attention to the lesson
According to Table 4.7, a significant majority of students, 49%, strongly believe that teachers should use either falling or raising intonation to capture their attention during lessons, while 32% agree with this perspective Additionally, 13% of students remain undecided, whereas 5% strongly disagree, and only 1% express disagreement with the statement.
Table 4.7 Using either falling or raising intonation to attract students to the lesson Using either falling or raising intonation Frequency (N0) Percentage
Students emphasized the importance of varying intonation, either falling or raising, to engage them in lessons, particularly in English as a foreign language and poetry Interviews revealed that students believe a teacher's pitch significantly impacts their learning experience, contrasting with some teachers' views Teachers acknowledged that using different intonations enhances interest and engagement, while a monotone delivery can lead to boredom Both groups agree on the necessity of dynamic voice modulation to maintain student interest, aligning with Butt's (2011) findings that variations in voice positively influence the teaching-learning process Therefore, incorporating varied pitch is essential for effective English language instruction.
4.2.1.1.4 Keeping a proper distance with students to make them feel comfortable and confident
According to Table 4.8, a significant 78% of students believe that teachers should maintain a proper distance in the classroom to ensure students feel comfortable and confident In contrast, 17% of respondents prefer a closer distance, while only 5% advocate for a greater distance between teachers and students.
Table 4.8 Keeping a distance with the students to make them feel comfortable and confident Keeping a distance with the students Frequency (N0) Percentage
According to Table 4.8, students expressed the importance of teachers maintaining an appropriate distance to foster comfort and confidence Responses from the questionnaires indicated that the ideal distance varies based on the communication context; students felt tense when teachers stood too close, yet struggled to hear when the distance was excessive A balanced distance enhances communication and comfort This perspective aligns with Stevick's (1982) assertion that a teacher's physical proximity significantly influences students' feelings of welcome and ease Therefore, both teachers and students advocate for maintaining a proper distance to facilitate a positive learning environment.
A study by Butt (2011) revealed that students are more comfortable and engaged in learning activities when teachers maintain an appropriate distance This finding underscores the importance of establishing a proper teacher-student distance in the classroom, as it significantly influences students' learning experiences.
4.2.1.1.5 The distance between students and the teacher in which the students feel comfortable and easy learning
Summary
In conclusion, the analysis revealed that all teachers recognized the significance of Non-Verbal Communication (NVC) in the English teaching and learning process.
Over 50% of teachers believe that key aspects of nonverbal communication (NVC) to focus on in English teaching include eye contact, body movements, and facial expressions.
Third, among the types of NVC, the teachers often used eye contact and spatial distance Body movements, facial expressions and pitch of voice are used less frequently
The frequency of teachers' utilization of different types of nonverbal communication (NVC) varied significantly Most teachers occasionally employed body movements, while all teachers reported using facial expressions occasionally Additionally, a majority of teachers also engaged in eye contact during their interactions.
56 usually used it Concerning pich of voice, almost all of the teachers sometimes used it For spatial distance, most of the teachers usually it
Teachers are encouraged to incorporate non-verbal communication (NVC) techniques, such as using their hands, shoulders, and head, to enhance lesson engagement and provide more informative content.
To foster student engagement, teachers should maintain a friendly demeanor and smile during lessons It's important for teachers to make eye contact with students while they are participating in tasks or discussions, but they should avoid excessive eye contact to prevent diminishing students' confidence and attention Utilizing varied intonation, whether raising or falling, can help captivate students' interest in the lesson Maintaining a comfortable distance of 1 to 2 meters from students is essential for creating a supportive classroom environment Additionally, teachers should remain standing rather than sitting, as this can help sustain student interest and motivation Finally, ensuring that eye contact is distributed fairly among all students, rather than focusing solely on the more talented ones, promotes a sense of impartiality and inclusiveness in the classroom.
In conclusion, all four research questions have been addressed, and the final chapter will summarize the study while offering key recommendations.