USE OF NONVERBAL COMMUNICATION IN ENGLISH

LANGUAGE TEACHING CLASSROOM

A Thesis Submitted to the Department of English Education

In a Partial Fulfillment for the Master of Education in English

Submitted by
Hark Bahadur Mauni

Faculty of Education
Tribhuvan University, Kirtipur
Kathmandu, Nepal
2021
USE OF NONVERBAL COMMUNICATION IN ENGLISH
LANGUAGE TEACHING CLASSROOM

A Thesis Submitted to the Department of English Education

In a Partial Fulfillment for the Master of Education in English

Submitted by
Hark Bahadur Mauni

Faculty of Education
Tribhuvan University, Kirtipur
Kathmandu, Nepal
2021

T.U. Regd. No.: 9-2-327-123-2011 Date of Approval of the Thesis

Fourth Semester Examination Proposal: 03/04/2020
Roll No.: 7228494/073 Date of Submission: 26 /11 /2020
 Recommendation for Acceptance

This is to certify that Mr. Hark Bahadur Mauni has completed his M.
Ed. thesis entitled '' Use of Nonverbal Communication in English Language
Teaching Classroom” under my guidance and supervision.

I recommend this thesis for acceptance.

Date: 26 /11 /2020 …………………………………

Mr. Bhim Prasad Wasti (Supervisor)
Reader
Department of English Education
Tribhuvan University, Kirtipur

i
 Recommendation for Evaluation

This thesis has been recommended for necessary evaluation from the
following Research Guidance Committee:

Signature

Dr. Gopal Prasad Pandey ……………………...

Reader and Head Chairperson

Department English Education
Tribhuvan University, Kirtipur

Mr. Bhim Prasad Wasti (Supervisor) ………………………

Reader Member
Department of English Education
Tribhuvan University, Kirtipur

Mr. Guru Prasad Paudel ………………………...

Teaching Assistant Member
Department of English Education
Tribhuvan University, Kirtipur

Date: 03/04/2020

ii
 Evaluation and Approval

This thesis has been evaluated and approved by the following Thesis
Evaluation and Approval Committee:

Signature

Dr. Gopal Prasad Pandey ……………………...

Reader and Head Chairperson

Department English Education
Tribhuvan University, Kirtipur

Prof. Dr. Rishi Ram Rijal …………………….

Mahendra Ratna Campus Expert
Tahachal, Kathmandu

Mr. Bhim Prasad Wasti (Supervisor) ………………………

Reader Member
Department of English Education
Tribhuvan University, Kirtipur

Date: 03/03/2021

iii
 Dedication

Dedicated

To

My family members, friends and all English Language Teachers of T.U .of
their selfless and everlasting love, patience and support to me.

iv
 Declaration

I hereby declare that to the best of my knowledge, this thesis is original

no part of it was earlier submitted for the candidature of research degree to any
university.

Date: 25/11/2020 ………………………………..

Hark Bahadur Mauni

v
 Acknowledgements

First of all I would like to express my deep sense of honor and gratitude
to my thesis supervisor Mr. Bhim Prasad Wasti, Reader, Department of
English Education, Tribhuvan University Kirtipur for his continuous
encouragement and invaluable suggestions. I am deeply indebted for his help
during my research work. Truly speaking, without him, this work would have
been incomplete as well as worthless.

I am also grateful to Dr. Gopal Prasad Pandey, Reader and Head,

Department of English Education for his kind co-operation and academic
guidance. I am obliged to my external examiner Prof. Dr. Rishi Ram Rijal for
his constructive suggestions and corrective feedback at the final viva of thesis.

Similarly, I would like to express my gratitude to Prof. Dr. Anjana

Bhattrai, Dr. Purna Bahadur Kandel, Dr. Prem Bahadur Phyak, Mrs.
Madhu Neupane, Mr. Guru Prasad Poudel, Mr. Bhesh Raj Pokhrel, Mr.
Ashok Sapkota, Mr. Jagadish Paudel, Mr. Khem Raj Joshi, Mr. Resham
Acharya and Mr. Laxmi Prasad Ojha for providing me all kinds of academic
support to make this thesis in the present form.

Mrs. Madhavi Khanal and Mrs. Nabina Shrestha, the librarian,

Department of English Education deserves a lot of thanks for kind co-operation
in course of carrying out this research. I am extremely grateful to all my family
members and well-wishers for their academic encouragement.

Hark Bahadur Mauni

vi
 Abstract

This study entitled “Use of nonverbal communication in English

language teaching classroom” aimed to identify most frequently or currently
used non-verbal cues of English language teachers and their role in English
language teaching classroom. This study includes qualitative method.
Ethnographic observation research design was used. A set of close ended
questionnaire, checklist and a classroom observation were used as a tool to
collect data from one teacher and their twenty four students in a class were
selected to complete three weeks classroom observation and randomly five to
seven students were selected to complete the checklist and questionnaire from
the same school and the particular one class. The recorded classroom
observation and reported points were transcribed, analyzed and interpreted in a
thematic approach. The finding of this study shows that students are not
satisfied and they are less interesting and motivating to the teachers who rarely
used nonverbal cues in the language classroom. However the teachers
frequently used non-verbal communication in English Language classroom is
very effective and students were highly interesting or motivating to learn their
classes more lively. The study provides ELT teachers, educators, policy
makers, curriculum developers, syllabus designer as well students with insights
into how the English Language Teaching can be very effective and outcome
oriented.

This thesis is organized in to five chapters, the first chapter deals with
the background, statement of the problem, objective of the study, research
question, significance of the study, delimitation of the study, and operational
definition of the key terms. The second chapter includes review of related
theoretical literature, review of empirical literature, implication of the review
for the study and conceptual framework. Similarly, the third chapter deals with
design and method of the study, population, sample and sampling procedures,
study areas, data collection tool and techniques. Likewise the fourth chapter

vii
presents the analysis and interpretation of results and fifth chapter includes
findings based on the analysis and interpretation of the data, conclusion derived
from the findings and recommendations. This chapter is also followed by
reference and appendices.

viii
 Table of Contents

Page No.
Declaration v
Recommendation for Acceptance i
Recommendation for Evaluation ii
Evaluation and Approval iii
Dedication iv
Acknowledgements v
Abstract vii
Table of Contents ix
List of Tables xi
List of Symbols and Abbreviations xii
Chapter I: Introduction 1-6
Background of the Study 1
Statement of the Problem 3
Objectives of the Study 4
Research Questions 4
Significance of the Study 5
Delimitations of the Study 5
Operational Definitions of the Key Terms 6
Chapter II: Review of Related Literature and Conceptual
Framework 7-25
Review of Theoretical Literatures 7
Verbal Communication 7
Nonverbal Communication 8
Seven Areas of Nonverbal Communication 9
Gestures Used in ELT Classroom 15
Gestures in Language Teaching Classroom 16
Effective Ways of Using Gesture in English Language Teaching
Classroom 17
Review of Empirical Literature 19
ix
 Implications of the Review for the Study 22
Conceptual Framework 25
Chapter III: Methods and Procedures of the Study 26-30
Design of the Study 26
Population, Sample and Sampling Strategies of the Study 27
Research Tools 27
Sources of Data 28
Primary Sources of Data 28
Secondary Sources of Data 28
Data Collection Procedure 28
Data Analysis and Interpretation Procedures 29
Ethical Considerations 29
Chapter IV: Results and Discussion 31-45
Analysis of Data and Interpretation of the Results 31
Interpretation and Analysis of Data Obtained From the Teachers and
Students 31
Results 44
Chapter V: Conclusion and Implications 46-49
Conclusion 46
Recommendations 47
Policy Level 47
Practice Level 48
Further Research 49
References
Appendices

x
 List of Tables

Table 1: Students Reactions after Teacher Pats on their Shoulders 36

Table 2: Students Reactions after Teacher Gazed You 38
Table 3: Feeling of Students when Teacher Makes Sounds such as Ahh….. Huh 39
Table 4: Students Reactions when Teacher has Good Personality 40
Table 5: Students Reactions towards Teacher's Outer Personality 41
Table 6: Teacher's Body Order 42
Table 7: Teachers who use Perfumes 42
Table 8: Teachers Taking Time 43

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 List of Symbols and Abbreviations

M.Ed. : Master of Education

ELT : English Language Teaching
T.U : Tribhuvan University
P. : Page
Dr. : Doctor
No. : Number
Prof. : Professor
S.N. : Serial No
Mr. : Mister
Regd. : Registration Number
C.U.P : Cambridge University Press
Vol. : Volume
NVC : Non-Verbal Communication

xii
 Chapter I

Introduction

This study entitled “Nonverbal Communication in English Language

Teaching Classroom” attempts to examine the uses of teacher’s nonverbal
communication in English Language Teaching Classroom. It is an important
part of communication which further tries to explore and explain more about
the use of different nonverbal cues in English Language classroom.
Introduction part of the research consist background of the study, statement of
the problems, rational of the study, objective of the study, research questions,
delimitation of the study, and operational definition of the key terms.

Background of the Study

Communication is an on-going process of sending and receiving

messages that people share their ideas, feelings, attitudes, and emotions in their
daily life. In addition to this, Behjat, Bayat and Karger, (2004) claimed that the
meaning of communication is sharing our feelings, ideas and attitudes.
Furthermore, communication is separated into two types, verbal and nonverbal;
so having successful communication with someone is based on being
competent and experienced both in verbal communication and nonverbal
communication because much of our communication takes place at the
nonverbal communication.

Regarding the term communication Khan (2001) states:

Communication, one of the basic needs of human existence, can be

defined as the transfer or exchange of information between entities.
Sense deprivation experiments have proved beyond doubt that a person
cut off from communication of any sort begins to go mad fast.

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 According to crystal (2003)"Language is a French term introduced by
Ferdinand de Saussure to refer to the human biological faculty of SPEECH. It
is distinguished in his approach from langue, the language system of a speech
community'' (P.255). Both the teachers and the students have to send and
receive message accurately. We can communicate with someone in terms by
using verbal and nonverbal signs or symbols. Verbal communication between
teacher and student is a valuable part of our education but not to be over locked
it the nonverbal component of communication that rounds out overall teachers
and students interaction.

Communication is a process which text places between people that

enables us to share knowledge, attitude, and skills. Although frequently
associated with speech there is also a nonverbal facet of communication is
learned shortly after birth and practiced and refined throughout a person's
lifetime. It is sure that children learn nonverbal expression by watching and
imitating. Young children know far more than they can verbalize and generally
rely heavily on adult's nonverbal cues. As children and later as adults we
practice nonverbal communication in our everyday life it is an ongoing
interaction between humans before during and after verbal has ceased.
According to (Bird Whistle 1970) Claimed that nonverbal communication has
an important role in our face to face communication and it includes 65% to 70
% of our social meanings (Cited in Karimi, Dabagha & Tabatabaei, 2012). In
addition to this, behjat, Bayat & Kargar (2014) claimed that nonverbal
communication is sending and receiving wordless message through body
language, eye contact, gesture and facial expression.

We communicate language, no doubt verbally but willingly and

unwillingly we use nonverbal communication simultaneously most of the
portion are non-verbal cues than verbal to communicate in ELT classroom .in
our ELT classroom most of the ELT teacher follow the traditional ideas
standing body , in front of the students and focus on only the verbal
communication. For them nonverbal communication can be powerful means of

2
communication to transmit the ample ideas to students, not only that but also
helps a teacher to be a great teacher.

The purpose of this study, then, is to observe, create and implement

specific teacher's gesture plan that will help focus students, lessen transition
time and increase understanding of teacher direction. My argument is that
teachers who use nonverbal gestures in their everyday classroom routine are
more effective in giving directions and refocusing class attention then teachers
who do not use nonverbal gestures to engage the class. My argument will
hopefully be supported by evidence gathered in the present study.

Statement of the Problem

In the classroom interaction and teaching, teachers' nonverbal

communication plays crucial role. Nonverbal communication is a
communication which is used without verbal language i.e. communication
using sign, symbol, facial expression and gestures. Pan (2014) says that
nonverbal communication has a significant role both in our daily
communication and in language classes because nonverbal communication is
the inevitable part of language teaching, in order to obtain the aim of teaching:
developing teaching quality and the development of teaching method. Teachers
try to improve the teaching learning process in the English Language teaching
classroom. However Nonverbal communication is not effective, familiar and
not even practiced well. Likewise in the context of Nepal English Language
teaching classroom, teachers have faced many problems to use different
nonverbal communicative cues in a suitable ways in an appropriate time that
cause hindered to learn our students learning achievements. Similarly the
second problems have, the teacher has standing only a fixed places they rarely
move inside their classes during their teaching which makes our students more
passive and less achievers the content matters. Moreover the lack of sufficient
knowledge about nonverbal communication and its right implication is the
major issue to less success in their estimated goals. Teachers’ verbal

3
communication may not be effective all the time while teaching is in the class
room because direct language may hinder or distract on students learning.

In the Department of English Education, T.U. Nepal; though several

studies have been done on the same related areas like, gesture in English
language teaching classroom, Role of nonverbal communication in English
language classroom, teacher’s perception on and practices of nonverbal
communication. Only few studies have been to find out the use of teacher’s
nonverbal communication in English language teaching classroom. That’s why
the curiosity has brought me to come off with this topic. The selection of this
topic for the research is to find out the use of teacher’s nonverbal
communication in English Language teaching classroom. In addition, I also
made an effort to explore the role of nonverbal communication in English
Language teaching classroom. That’s why; the present study has entitled “Use
of Non-verbal communication in English Language Teaching classroom.”

Objectives of the Study

The objectives of the present study were as follows:

 To find out the use of teachers' non-verbal communication in English

Language Teaching classroom.
 To explore the role of gestures in developing students’ communicative
skills.
 To suggest some pedagogical implications.

Research Questions

The present study tried to find out answers of the following questions.

 How does gesture help students to understand the content matter

effectively?

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  Does body language play an important role for having a successful
communication?
 How the teachers use different nonverbal cues in the classroom?

Significance of the Study

This study is significant in that teacher/student communication is the

foundation of all educational learning. Communication in the classroom should
be clear and conscious so that it is beneficial to the student population. In the
schools, college and university setting, teacher training frequently does not
include learning the use of nonverbal cues. Most individuals in education pick
up nonverbal communication ideas from observation of past teachers. Ideas
about eye contact, gesticulations (gesture), para language (pitch and tone),
posture, and clothing and overall facial expressions come from everyday
experiences in our peer group. Yet, as teachers, we are not in everyday
experiences with our peer group. We are held accountable for student learning
with a high level of competency. Any resource that can assist in improving our
teaching practices is a welcome one. Investigating the effects of nonverbal
gestures on a student population with respect to the smoothness and efficiency
of student transitions will be beneficial to practitioners.

Delimitations of the Study

The delimitations of the study were:

This study had limited to the students of only one school, Whitefield
secondary school Khuseebu Nayabazzar, Kathmandu.

 This study conducted at a higher secondary level school student.

 This study was limited to the twenty four students of class ten.
 This study was limited on an ethnographic observation.
 The purposed timeline for this study had a four-week period.
 Qualitative method was adopted for this research work.

5
  The study was limited to only the English Language Teaching classroom
situation.

Operational Definitions of the Key Terms

Body language: The basic posture, basic movements, such as courtesy to

shake hands, kissing and hugging, smiling. Body touch, Ms. Priority actions, as
well as all parts of the body involvement provided by the communication of
information.

Gesture: the word gesture is often used in a general or ambiguous way. This
stud would define gesture specifically in terms of its relation to human
communication. According to the American Heritage Dictionary of the English
Language, Fourth Edition, the word gesture refers to: 1.) A motion of the limbs
or body made to express or help express thought or to emphasize speech. 2.)
The act of moving the limbs or body as an expression of thought or emphasis.
In defining gesture, "limb and body" include facial expressions; "limb and
body" movement also includes the sounds that occur with that movement. The
term gesture is not in reference to a kind thought or advancement to express
sympathy.

Non Verbal Communication: nonverbal communication as the process of

communication through sending and receiving wordless messages. It refers to
the aspect of communication, such as gesture and facial expressions, that do not
involve verbal communication but which may include nonverbal aspects of
speech itself.

6
 Chapter II

Review of Related Literature and Conceptual Framework

In this second chapter of the study basically, theoretical literature,

empirical literature, implications of the reviewed literature and conceptual
framework of the study were included.

Review of Theoretical Literatures

Communication is a vast topic that includes several strains, one of which

is nonverbal communication. Nonverbal communication is also broken up into
several smaller areas of study. This chapter will begin with an overview of
nonverbal communication, moving from general understandings to the
classroom uses of this tool. This chapter will conclude with the specificity of
nonverbal gestures used in a classroom setting with special needs students. This
review of literature should help emphasize the importance of nonverbal
communication and its place in schools.

Verbal Communication. Verbal communication refers to the absolute

mode of communication i.e. speech, organization of sound, arrangement of
vocal symbols, produced from speech organs used for communicating ideas,
emotions, and message are regarded as verbal communication. It does not take
the written form of communication. About verbal communication Khan (2001),
states that verbal communication requires a language , language defined in
terms of systematics, is group of labels used to represent approximations of
space time events and from one entity to another by a variety of means
including vocalization, writing etc. (retrieved on 2nd Dec 2010 from
http://www.strange horizons. Com)

The basis of communication is the interaction between people. Verbal

communication is one way for people to communicate face to face. Some of the
key components of verbal communication are sound, words, speaking and a

7
language. As we know language is the communication of sounds, patterns,
words which transmits the meaningful information. Human being is differing
from others due to the verbal communication capacity. Varshney (2003) states ;
“language is a systematic verbal symbolism; it makes use of verbal elements
such a sounds, words and a phrases, which are arranged in certain ways to
make sentences. Language is vocal in as much as it is made up of sounds which
can be produced by the organs of speech (P.3)”

Nonverbal Communication. ELT classroom communication takes

various forms i.e. aural-oral, visual, olfactory, gustatory, tactile, and so on. As
we know, aural-oral is not only the absolute means of communication that
exists in ELT classroom. NVC is usually understood as the process of
communication through sending and receiving wordless message i.e., language
is not the source of communication, there are another means also NVC is
important though often neglected aspects of communication. The most obvious
example of non-verbal communication, and one that most people think of first,
is gesture. However, non-verbal communication takes a number of forms; how
a person dresses, how a classroom arranged, how far apart two people stand,
who teaches to whom, and so on, all communicate or influence communication.
Students of learning English can be benefited from learning about NVC. An
understanding about NVC can improve the effectiveness of communication. In
addition, NVC is a subject, students of English find interesting, and therefore, it
can be motivating as a content topic in English. Gregersen (2007) states;

Communication takes various forms, one of which is oral or speech.

However, when people speak they normally do not confine themselves
to the mere emission of words. Furthermore, they also use their hands
(gesture), head movement, eye (eye contact), lips (smile), bodily
postures and symbols to communicate which always accompany oral
discourse-intended or not. The impact of these non-linguistic cues in
conversation is called non-verbal communication (NVC). It includes 'the
messages other than words that people exchange' (p.52).

8
 There are not any clear-cut linguistic structures for non-verbal
communication. Verbal-communication is highly structured and reinforced
through an extensive formal and informal learning process (Harris, 2002, p.
153). Verbal communication is confined to the use of language. On the
contrary, NVC delivers message beyond the words (as cited in Negi, 2009,
p.101).

In a nutshell, we can say that nonverbal communication is fewer rules

bound then verbal communication and judged more by the situational variables
then the absolute correctness of the behaviors.

Seven Areas of Nonverbal Communication. We generally

communicate through speech. Apart from this we also use many non-verbal
communications which are categorized in many forms. They are regarded as
the aspects or areas of non-verbal communication.

Various aspects of Nonverbal communication that are used in language

classroom include Kinesics, facial expressions, oculesics, haptics, proxemics,
paralanguage, chronemics, physical appearance, olfactics , and environmental
factors and so on.

According to (White, 2000), nonverbal communication is categorized

into seven areas: eye contact, posture, facial expressions, distance, touch, vocal
intonation and gesticulations (gestures). These seven areas impact us in our
surrounding world and will be discussed in the following review of the
literature. We spend a lifetime reading people and their nonverbal behavior. As
Gladys (1985) observes, we "read" others consciously, unconsciously and
continuously. Nonverbal communication is something that we cannot get away
from; it uses any and all of our senses at any point during the day. That being
said, it is logical that nonverbal communication would be a critical aspect of
interpersonal communication in the classroom. If we consider the classroom as
a microcosm of the real world, we might consider the idea that students spend

9
their days reading their teacher. This "reading" of their teacher could be for
several possibilities one, so that they know what is expected of the day ahead;
two, so that they fully understand directions; and three, so that they do not miss
social cues and warnings from the teacher. Many cues students use to make
judgments about a teacher are obtained by observing the teacher's nonverbal
behavior. (Kansas State University, 2003) Additionally, educators and
researchers have found that teachers' nonverbal behaviors can elicit
significantly greater student responses during lessons and classroom activities
than their verbal behaviors alone. (Wang, Bears and Edward, 2001) The
following subsections discuss the seven aspects of nonverbal behavior that
teachers should be aware of in the classroom setting.

a) Eye Contact

It is important in any life situation to maintain the right amount of eye

contact. Too much eye contact can make individuals uncomfortable, whereas
too little eye contact can make individuals feel ignored. There exists a middle
ground that educators need to find in order to non-verbally communicate to
their students that they are being encouraged and listened to. Eye contact can
communicate to students a number of different emotions and expectations.
Individual eye contact with each student throughout a lesson will indicate
attentiveness and enthusiasm on the teacher's part. Gladis (1985) cites that eye
contact enhances listener comprehension and speaker credibility. A glance
from a teacher can exhibit so many different emotions; for example, sustained
eye contact can be evidence of approval, doubt, anger, disinterest and other
emotions. Teachers' eyes can emit sympathy, laughter and displeasure.
Everyone can remember an excellent teacher who could say more with bright
eyes or an icy stare; words were not needed. (White, 2000).

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b) Posture

Posture helps convey an overall internal message from a distance.

Before words are said one can read and predict the mood of an individual.
Posture as well as eye contact is used to indicate attitudes, status, effective
moods, approval, deception, warmth and other variables related to classroom
interaction. (Kansas State University, 2003) The greatest use for posture in the
classroom environment is to indicate listening. Teachers often scan the room to
select students who look like they are listening. The main indicator of an
attentive listener is posture. Students read teacher posture as well; White (2000)
noted that for a teacher to be an effective listener, he or she must have relaxed
and open posture. To reinforce the seriousness of a situation, as well as to
indicate a need for undivided attention, teachers can square their shoulders to
the student. This posture has also been shown to be conducive in channeling
conversation towards decision making (White, 2000). While posture alone has
no exact meaning it can greatly support or reject the spoken word.

c) Facial Expression

The eyes, which have already been discussed, are often considered the
most important facial means of nonverbal communication; however, all facial
expression (i.e. frown, sneer and smile) can carry nonverbal meaning. Each
part of the face sends a message to those viewing the whole face. The three
different parts of facial expressions (facial appearance, facial cues and facial
markers) are explained in the following excerpt: The saying "a picture is worth
a thousand words" well describes the meaning of facial expression. Facial
appearance including wrinkles, muscle tone, skin coloration, and eye color
offers enduring cues that reveal information about age, sex, race, ethnic origin,
and status. A less permanent second set of facial cues including length of hair,
hairstyle, cleanliness, and facial hair relate to an individual's idea of beauty. A
third group of facial markers are momentary expressions that signal changes in
the forehead, eyebrows, eyelids, cheeks, nose, lips, and the chin. Some facial

11
expressions are readily visible, while others are fleeting. Both types can
positively or negatively reinforce the spoken word and convey cues concerning
emotions and attitudes. (Kansas State University, 2003) These three types of
facial nonverbal communication are all used in the classroom. The focus for
this particular review however is the third type, facial markers. These
momentary expressions, besides words, are the primary source for determining
an individual's internal feelings. Facial expressions involve some of the
smallest body movements, but their impact in the classroom is powerful. The
teacher communicates more whether intentionally or accidentally by his or her
facial expressions than by any other means. (Kansas State University, 2003)

d) Distance

Distance refers to the proximity of the speaker to the listener. There are
four categories of distance according to Edward T. Hall (Kansas State
University, 2003). The first, intimate distance, is that space from individuals
literally touching up to eighteen inches away from an individual. Secondly,
personal distance encompasses anywhere from eighteen inches to four feet of
space. Thirdly, is social distance that occurs when there is four to twelve feet
between individuals? Fourth, is public distance, twelve feet and beyond where
the speaker is then viewed in a more formal way? The main concern teachers
should have with distance is that the message they send to their students will
vary with subject material. In Gladis' view as teachers close the distance
between themselves and students, the classroom climate becomes less sterile,
more social, more personal and psychologically more intimate. A teacher may
vary his or her distance as appropriate to subject matter; however, one should
be aware of the message personal space conveys.

e) Touch

In general, the meaning of touch depends on the situation, culture, sex

and age Touch is one of the strongest facets of body language. Human beings

12
interpret meanings from a simple, single touch. Touch in the classroom has
become a sort of taboo. Are teachers allowed to touch? When is too much
touching? Legally there are cases concerning teachers that have physically over
stepped boundaries and abused their position. All of that is a concern; however,
there is research that supports limited amounts of teacher initiated touch.
Kansas State University (2003) notes that for children in the lower primary
grades, touch plays an important developmental role. It can communicate a
sense of belonging, security, and understanding to the child. Conversely, when
a teacher withholds touch, a child may feel isolated and rejected, which can
lead to the acquisition of negative attitudes towards school. Touch is a
nonverbal indicator of emotion and internal expression. The lightness, speed,
effort and placement of touch all emit different messages. When initiating
touch, with the previous aspects in mind, teachers can appropriately and
positively affect student learning. Gladis' (1985) concludes that effective
teacher-student touch can tighten their bond, stimulate further communication
and hence facilitate learning.

f) Vocal Intonation

Vocal intonations or Para language (White, 2000), as it is sometimes

called, includes such factors as volume, rate, pitch, tone and pronunciation. In
order to be an effective speaker, one must create interest by the actual way one
speaks. Studies show that variance in vocal technique of a speaker helps
audiences retain more information. (Gladis, 1985) This is especially pertinent
to teachers when lecturing or directing a group of students. Teachers can help
students catch the excitement of a subject with the pitch of their voices. (White,
2000) Or they can emphasize the importance of subject matter by the volume
and pronunciation of a word. Teachers use vocal intonations every day in their
lessons and activities. This is a form of nonverbal behavior even though it is
based on vocalization. A teacher could use the saying, "Class I would like your
attention." She could say it softly to imply calm or she could say it loudly and
quickly to imply a sense of urgency. A teacher could also use the same phrase

13
in a sarcastic tone, which would imply annoyance and impatience. This
nonverbal communication is not based on what you say, but how you say it.

g) Gesture

Gesture refers to a movement of part of the body, especially a hand or

the head to express an idea or meaning. In addition to this gesture refers to
express the meaning or language with the help of head or hand. Regarding the
gesture, Toastmaster International (2011) states;

'A gesture is a specific bodily movement that reinforces a verbal

message or conveys a particular thought or emotion. Although gesture may be
made with the head, shoulders, or even the legs and feet, most are made with
the hands and arms.'

From mentioned descriptions, it is clear that, gesture is node movement

which conveys true feelings and emotions between the senders and receivers.
Similarly, movements of hands, face, legs and other parts of the body convey
several meanings such as smiling face shows happy or agree about something,
pointing by finger indicating to a particular person and so on.

(Kansas State University, 2003) Gestures help underscore and punctuate

the spoken word. Games like charades are indicators of how possible it is to
convey messages without the spoken word. Large body movement like moving
to a part of the room to indicate direction is considered gesture. Specific limb
movement like the span of the arms to indicate shape or size is considered
gesture. Smaller hand signals such as thumbs up is also considered gesture.
Gestures serve an important function with regard to regulating the flow of
conversation. Gestures play a critical part in the classroom as they are used
throughout the day even though instruction and training is not necessary.
Teachers who effectively use gestures paint a picture, condense material and
arouse interest in the students. According to Gladis (1985) drawing visual
pictures with gestures enables students to "see" the point more clearly. Gestures

14
can illustrate quickly and graphically how large or small an object is or its size
in relationship to something else. With gestures, one can draw a figure, indicate
temperature and underline emotion. (Gladis, 1985) Teachers can learn to
harness the possibilities that gestures can provide to their students. The
following excerpt explains tips for speakers using gestures: Gladis (1985)
found that there are several techniques for improving gesture in the classroom.
Try to gesture with both arms and hands to embrace as much of the audience as
you can. Keep your hands out in front working for you, not stuffed in your
pockets. Hold lecture notes in your non-dominant hand. Make gestures in
proportion to the size of the audience. The larger the audience the more
sweeping and rigorous the gestures should be. (p 37) Most individuals use
natural nonverbal gestures in their everyday casual conversing; however, when
conversing with a large group, an individual's gestures can become unnatural or
even lost. Teachers are often guilty of this. One on one talk with a child allows
for a certain amount of informality (Pedrosa, 1990) which may lead the
instructor to use natural gestures. These natural gestures are not a distraction to
whole class instruction, but they can help elaborate on the subject matter.

Gestures Used in ELT Classroom. Gestures refer to the body language

or nonverbal communication by means of facial expressions, eye behavior, and
posture and so on. Body language expresses emotions, feelings and attitudes,
sometimes even contracting the messages conveyed by spoken language. Payne
(2001) says 'Gestures are the movement of the limbs, body or head.' Gestures
are the physical movements of arms, hand, head and so on. We use gestures in
our communication in order to convey our message and express feelings
between or among ourselves.

 Clarify and support our words: Gestures strengthen the audience's

understanding of your verbal message.
 Dramatize our ideas: Together with what you say, gestures help paint
vivid pictures in your listeners' minds.

15
  Lend emphasis and vitality to the spoken word: Gesture your feelings
and attitudes more clearly than what you say.
 Help dissipate nervous tension: Purposeful gestures are a good outlet
for the nervous energy inherent in a speaking situation.
 Function as visual aids: Of course gestures enhance audience
attentiveness ad retention.
 Stimulate audience participation: Gestures help you indicate the
response you seek from your listeners.
 Are highly visible: Gestures provide useful support when you address a
large number of people and the entire audience may not see your eyes.

Gestures in Language Teaching Classroom. Despite the vast number

of movements that qualify as gestures, all gestures can be grouped into one of
the following major category; cited as TOASTMASTERS INTERNAL, (2011),
Gestures your body speaks. Wwwtoastmasters.org/members.

 Descriptive gestures: It clarifies or enhances our verbal message. They

help the audience understand comparisons and co entrusts, and visualizes
the size, shape, movement, and number of objects.
 Emphatic gestures: It underscores what's being said. They indicate
earnestness and conviction. For example, a clenched fist suggests strong
feeling, such as anger or determination.
 Suggestive gesture: Are symbols of ideas and emotions. They help a
speaker create a desired mood or express a particular thought. An open
palm suggests giving or receiving, usually of an idea, while a shrug of the
shoulders indicates ignorance, perplexity, or irony.
 Prompting gesture: Are used to help evoke a desired response from the
audience, if you want listeners to raise their hands, applaud, or perform
some specific action, you will enhance the response by doing it yourself as
an example.

16
 Gestures made above the shoulder level suggest physical height,
inspiration or emotional exaltation. Gestures made below shoulder level
indicate rejection, apathy, or condemnation. These made at or near shoulder
level suggest calmness or serenity.

The most frequently used gestures involve an open palm held outward
the audience. The meaning of this type of gesture depends on the position of
the palm. Holding the palm upward implies giving, receiving, although this
gesture is sometimes used as an unconscious movement, with no specific
intended meaning. A palm held downward can express suppression, secrecy,
completion, or stability. A palm held outward the audience suggests halting,
repulsion, negation, or abhorrence. If the palm is held perpendicular to the
speaker's body, it tends to imply measurement, limits in space or time,
comparisons, or contrasts.

Effective Ways of Using Gesture in English Language Teaching

Classroom. Gesture reflects each ELT teacher's individual personality. What's
right for one speaker probably won't work for another. However, the following
six rules apply to almost everyone who seeks to become a dynamic, effective
and good teacher. Cited as TOASTMASTERS INTERNAL, (2011), Gestures
your body speaks. Wwwtoastmasters.org/ members.

a) Respond Naturally to What one Think, Feel, and Say

When the teacher presents their lecture they naturally express

themselves through gestures. No matter what their personality or cultural
background may be every one of us has a natural impulse to punctuate and
strengthen our words with gestures.

b) Create the conditions for greeting- Not the Gesture

Your gestures should be a natural outgrowth of your own unique

thoughts and feelings. They should arise naturally and habitually from your

17
attitude toward the message you present. When you speak you speak you
should be totally involved in communicating – not in thinking about your
hands. Your gestures need to be motivated by the content of your presentation.
By immersion yourself in your subject matter, you will create the conditions
that will enable you to respond naturally with appropriate gestures.

c) Suit the Action to the World and the Occasion

Your visual and verbal messages must act as partners in communicating

the same thought or feeling. When a speaker fails to match gestures with
words, the outcome can be wooden, artificial, and sometimes comical. Every
gesture you make should be purposeful and reflective of your words. In this
way your listeners will note the effect rather than the gesture.

d) Make our Gestures Convincing

Your gestures should be lively and distinct if they are to convey the
intended impression. A gesture performed in a half-heated manner suggests
that the speakers lack conviction and earnestness. Every hand gesture should be
a total body movement that starts from the shoulder – never from the elbow.
Move your entire arm outward from your body freely and easily. Keep your
wrists and fingers supple, rather than stiff or tense.

e) Make our Gesture Smooth and Well-Timed

Any single gesture has three parts: the approach, the stroke, and the
return. During the approach, your body begins to move in anticipation of the
gesture. The stroke is the gesture itself, and the return brings your body back to
a balanced speaking posture.

The flow of a gesture – balance, approach, stroke, return, and balance-

must be smoothly executed in such a way that only the stroke is evident to the
audience.

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 Don’t try to memorize gestures and incorporate them into a speech.
Memorized gestures usually fail, because the speaker cues himself/herself by
the word the gesture is designed to punctuate. This results in the gesture
following the word, which looks artificial and foolish.

f) Make Natural, Spontaneous gesturing a habit

The first step in becoming adept at gesturing is to determine what you

are doing now. To improve your gestures, practice – but don’t wait until the
day of your speech! Work on enhancing your gesturing abilities in front of
friends, family members, and co- workers. Relax your inhibitions, gesture
when you feel like it, and let yourself respond naturally to what you think, feel,
and say. Through awareness and practice, you can make appropriate gesturing
a part of your habitual behavior.

Review of Empirical Literature

Nonverbal communication is the most important part of human

communication. It plays an effective role in ELT classroom to understand the
content matter for our students. Though NVC is the quite least paid attention
field than others however many studies have been done over it.

A number of researches have been carried out in the field of nonverbal

communication and the department of English Education. So, I decided to carry
out the research on this topic to find out the use of teachers nonverbal
communication in ELT classroom. However some of the related literature of
present study has been reviewed here in this section.

Boyd (2000) carried out research entitled 'Nonverbal behaviors of

effective Teachers of At-risk African American male, middle school students.'
the focus of this study was to identify nonverbal behaviors of effective teachers
of At- risk African American male middle school students. He selected
fourteen male teachers and students following non random sampling procedure.

19
He used observation as a tool for data collection. the findings of the study
about that When effective teachers interacted with the at risk African American
male middle school students, they frequently were in close proximity, changed
their voice inflections, established eye contact, invaded students territories (
were within two feet) and gestured to students. Both male and female teachers
tend to use their physical presence when communicating with at-risk students
and the effective white teachers was 15.89 times more likely to interact in a
positive manner with these at- risk students than in a negative or critical
manner.

Rosa (2000) conducted the research on ' Understanding the role and
potential impact of non-verbal communication in the primary inclusion
classroom' the purpose of this research study was to compare the nonverbal
behaviors of students who are considered average in ability with those who are
perceived as cognitively challenged while they are engaged in regular class-
room instruction in both large and small group settings. She used classroom
observation, questionnaire, formal and informal discussion as tools of data
collections in natural classroom environment. Her findings show that in most of
the cases the majority of Non-verbal interaction occurred between students who
sat in close proximity regardless of their cognitive ability. The most common
nonverbal behaviors exhibited by both the special education students and
general education students was attaining to procedure under the category of eye
focus.

Likewise Bastola (2005) carried out research entitled “A correlation

study of English and Nepali”. In this research study kinesics of the English and
Nepali language has been compared. The chief finding of this study were
kinesics expresses different meaning in English and Nepali language in some
cases that kinesics features are language and or culture specific.

Similarly, Schmidt-Fajlik (2007) has carried out research entitled

“introducing nonverbal communication to Japanese University students:

20
determining content”. Researcher had introduced some nonverbal
communication and their importance in Japanese University. He had suggested
some pedagogical implications and practical teaching suggestions on the basis
of this research.

Likewise Negi (2009) carried out research entitled: “nonverbal

communication and its impacts in learners’ motivation”. He had used survey
research design and used to find out the impact of NVC in learners motivation
in ELT classroom. The major findings of this research were teachers smile
highly encouraged the students to learn and communicate. On the other hand
pointing or rising fingers decreases their level of confidences.

Joshi (2010) carried out a research on "Gestures in the ELT classroom"

The main purpose of the study was to find out the most frequently used
gestures in the ELT classroom and content in which they are used. He used
twenty secondary level English teachers and their students, the students'
embarrassed when the teachers pointed them with a rapid finger and 17.5% of
the total teachers made wrinkles on their forehead while facing questions.

Chaudhary (2011) carried out research entitled "Role of Nonverbal

communication in ELT classroom" the purpose of this research was to find out
the teachers nonverbal communication and its role in ELT classroom. He used
checklist and questionnaire to collect the data. He purposely selected 10 higher
secondary level teachers and their 60 students. He found that, most of the
teacher's used nonverbal communication while teaching in the classroom.
Similarly finding from the students' perception was most of the students
encouraged, motivated, active and alert through the use of nonverbal
communication and some students was felt embarrassment.

Shrestha (2015) has conducted a research entitled "Teachers perception

on and practices of nonverbal communication" the objective of the study was to
explore the importance and English teachers perception and practices of

21
nonverbal communication in teaching speaking skills. Ten secondary level
English teachers of Sindhupalchwok district were selected as a sampling
procedures questionnaire and classroom observation checklist were used as
research tool, in this study he found teachers perceived movement as the best,
non-verbal communication techniques to keep the students move active for
participating in classroom communication. And teachers' eye contact with the
students was found most important nonverbal communication in teaching
speaking skills.

Shiwakoti (2017) carried out a research on" Teachers perceptions and

practices of using Non-verbal communication in ELT classroom" the main
purpose of this study were to find out lower secondary level English teachers ,
perceptions and practices using nonverbal communication in ELT classroom
and to find out the significance of nonverbal communication in English
language teaching. He used survey research design. For this he used classroom
observation checklist and questionnaire to collect the data. He used twenty
lower secondary level English teachers as a sample following purposive non
random sampling procedure. This study found that non-verbal communication
motivates the students. Encourages them towards learning and makes them
alert and active in classroom as 75% lower secondary level English teachers
found Secondary level English teachers agreed with the statement that it is hard
to speak in front of those teachers who stare their students coldly.

Implications of the Review for the Study

From the review of above mentioned theoretical and empirical

literatures, it helped me to identify research problems, formulate objectives,
and select tools for collecting data and data analyzing procedures. Some
reviewed studies are some extent similar to my study. These studies helped me
to find out the gap between what has already been found out and what are yet
to be explored. This review of the study may obtain from the variety of sources
including books, journals, articles, reports and previously done thesis and

22
researches. To be specific review of research helps to recognize the track and to
follow it and to get real findings.

Theoretical review helped me to define the importance of nonverbal

communication. Various researches have been carried out in foreign countries
and few in the case of Nepal. This research is different from them in terms of
topic, research design, objectives and so on. Although, these above mentioned
researches are directly related in my research it is exclusive in itself because no
research works have been carried out on using nonverbal communication in
English language teaching classroom. Each study and literature review is very
essential part which helped me to set ideas and concept about particular
research areas. In this study also, literature review had precious
implementations. Studies as Khan (2001), Varshney (2003), Gregersen (2007),
White (2000), Gladays (1985) helped me to extend more my knowledge
regarding the use of non-verbal communication. Through, these studies I
understood nonverbal communication and its importance for both teachers and
the students in English language teaching classroom. Payne (2001), Pedrosa
(1990), Body (2000), Rosa (2000), bastola (2005), and Schmidt-Fajlik (2007)
helped me to build the concept on history of using nonverbal communication
and how it is taken as an essential part of the teachers. Creswell, Jhon W.
(1994), Mc Neill (2004), Hregersen, T.S. (2007), Pan Q. (2014), facilitated me
to understand certain areas of different nonverbal cues (gestures) and their
significance of using in the ELT classroom. Similarly, joshi (2010) and
chaudhary (2011) helped me to find out the condition of using different
nonverbal signs and symbols in our ELT classroom. In the same way,
theoretical review helpful to expand the exchanging knowledge, ideas,
emotions and so on from teachers to the students. Different researchers have
different viewpoints toward the nonverbal cues and using gestures for language
development which were included in literature review.

23
 The above mentioned empirical review helped me to determine research
objectives, to construct research questions, to select exclusive research design,
data collection procedure, tools to collect data and analyze data for deriving
findings. In this study I have gone through several books, journals, and thesis
and presentation papers. To select the exclusive topic in the area of using
nonverbal communication in English language teaching classroom I review
previous researches as Body (2000), helped me to understand theoretical
aspects of NVC and perception and attitudes of students towards NVC in
English language classroom. He used quantitative (survey) research design. the
findings of the study about that When effective teachers interacted with the at
risk African American male middle school students, they frequently were in
close proximity, changed their voice inflections, established eye contact,
invaded students territories (were within two feet) and gestured to students.
Similarly, the study of Joshi (2010) helped me to gather the idea of
effectiveness of using gesture in secondary level English teachers of Udaipur
district. It also helped me to develop the idea of formatting questionnaire and
methods of analyzing data. Where he used twenty secondary level English
teachers and their students, the students' embarrassed when the teachers pointed
them with a rapid finger and 17.5% of the total teachers made wrinkles on their
forehead while facing questions. Likewise, the study of, Shrestha (2015) helped
me too familiar with the perceptions and the practice of ELT teachers towards
nonverbal communication and also developed idea to construct questionnaire
and the process of data analysis. Similarly, the study of Negi (2009) helped me
to know about the nonverbal communication and its impacts in learners’
motivation. Similarly, the study of Chaudhary (2011) supported me to design
the conceptual framework furthermore; their review helped me to gain
background knowledge in the area of using nonverbal communication and its
right implication in the ELT classroom by the teachers and the students.

24
Conceptual Framework

According to Miles and Huber man (1994, p.18) "conceptual framework

is a written or visual representation that explains either graphically or in
narrative forms". While carrying out this research I consulted different
documents related to this study and literature review. On the basis of all these
reviewed documents I had developed my conceptual framework thus the
present study was based on the following conceptual framework.

25
 Chapter III

Methods and Procedures of the Study

A systematic research study needs to follow a proper methodology to

achieve the pre -determined objectives. Research methodology is a way to
solve research problems very systematically. This chapter incorporates design
of the study, population, sample and sampling strategy, research tools,
resources of data, data collection procedures and ethical consideration.

Design of the Study

A research design is the road map that directs the researcher to follow
during the research journey to find the answer the research question as validity,
objectivity, accuracy and economically as possible. So, a research design helps
researcher to reach up to the destination of the study. kerlinger (1986); states

A research design is plan, structured and strategy of investigation so

conceived as to obtained answers to research questions or problems. The plan
is the complete schema or program of the research. It includes an outline of
what the investigator will do from writing the hypotheses and their operational
implications to the final analysis of data (P.279).

Thus a research design is a planned, structured, strategy and techniques

of the investigations which directs the researchers to find the answers of the
research question or to complete the study appropriately.

The research design of this study adopted to explore the “role of NVC in
ELT classroom”. The researcher conducted ethnographic observation research
design to achieve the objective of the study. Ethnographic research designs are
the qualitative research procedures for describing, analyzing and interpreting a
culture-sharing group’s shared patterns of behavior, beliefs, and language that
develop over time. Central to this definition is culture. A culture is “everything

26
having to do with human behavior and belief” (LeCompte, preissle, &Tesch,
1993, p.5) this research provides an in-depth insight into the user’s views and
actions along with the sights and sounds they encounter during their day.it
provides the researcher with an understanding of how those users see the world
and how they interact with everything around them. In this design where the
researcher selects a particular area and the population likewise administers
standardized form of observation checklist to them. Ethnography is the
methods that are used in ethnographic fieldwork are observing, asking
questions, participating in group activities, and testing validity against intuition.
Collecting data or information from the individuals or in a group. The collected
data were analyzed descriptively with the help of different ways such as direct
and indirect observation, checklist and semi-structured interview and so on.

Therefore, ethnography is very useful method to collect the data in a

specific and small population to discover and find their culture, beliefs, and
their behaviors between or among the people therefore, in this research study
the researcher chose to adopt an ethnographic observation research design to
fulfill the objective of this study.

Population, Sample and Sampling Strategies of the Study

The population of this study was all the students of grade ten in
Whitefield secondary School, among them, 24 students were selected as sample
by using purposive non random sampling procedure.

Research Tools

As a research tools the researcher used classroom observation,

questionnaire and checklist were used in this study, different type close ended
questions were also used in order to fulfill the objectives of the study.

27
Sources of Data

The study was based on both primary and secondary sources of data.
The primary sources were used for collecting the data and the secondary
sources were used to facilitate the study.

Primary Sources of Data. The primary sources of data were total

number of the students on the selected schools in Kathmandu district. Data was
collected through ethnographic observation. Mainly data were collected
through the class room observation questionnaire and checklist which used to
help me to focus my attention on the students and teachers behavior.

Secondary Sources of Data. For secondary source of data, researcher

was consulted books, thesis, articles, journals, reports and World Wide Web
(WWW) to facilitate the study. Some of the secondary sources were Harmer
(2008), Lyons (2006), Young voices in ELT (2006), journals of NELTA (1999,
2003, and 2006) and Robinson (2010).

Data Collection Procedure

The researcher used a set of checklist which I attached in appendix one,

that focused me to find out the non-verbal cues used by the English Language
teachers. The checklist was attempted by the observation of the teachers’ ELT
classes. I used a set of questionnaire and was given to the students as for the
complete. The questionnaires were designed to determine the role of nonverbal
communication basically, including the functions and effectiveness of NVC in
classroom that included the components of NVC such as Kinesics, oculesics,
paralanguage, proxemics.

The process of data collection was as follows:

1 Firstly, I prepared the tools, i.e. Checklist(See Appendix I) and ques-

tionnaire(See Appendix II)

28
 2 After that, I visited the selected higher secondary schools and consulted
the administration of the schools and asked for their permission to
observe teachers’ classes as well as to involve their students for data
collection.
3 Then, I met the teachers and their students and built the rapport with
them.
4 I observed four weeks classes to the individual teacher.
5 I distributed the questionnaire to the students. I explained each questions
and options to them and asked to accomplish.
6 Finally, I thanked to the students, teachers and administration as well.

Data Analysis and Interpretation Procedures

In this study data were analyzed and interpreted descriptively. Mainly

researcher used teacher class observation, questionnaire and checklist. Students
group discussion to analyze and interpret the data. Furthermore, data was
analyzed and interpreted in accordance to teachers and students both verbal and
nonverbal proficiency in the different stages of learning.

Ethical Considerations

The ethical considerations have very important values in the research

field. Every respondent has their right to privacy. They should be informed the
purpose of the study and value of their participation on research. Therefore, in
the process of collecting primary and secondary data as well as in analyzing
and interpreting the data, all the ethical issues have been considered. In order to
maintain the ethical ness and validity of research, researcher will not harm the
authentic source in the time of data collection; researcher will take the
permission from the concerned authorities and participants. The identities of
the participants will keep anonymous and they will not hunt physically,
physiologically, socially and economically. Bad and negative aspects of
participants will keep safely. Similarly to avoid the plagiarism, and intellectual

29
theft, researcher have mention proper citation and references for making the
research more and more authentic and real. On the basis of collected data the
results will derive and it will discuss in terms of developing our students and
teachers; Gestures between teacher and students.

30
 Chapter IV

Results and Discussion

This chapter incorporates the analysis and interpretation of the collected

data. For this study, the data were collected by using the tools. Viz,classroom
observation, checklist and a set of questionnaire. Researcher mainly used the
descriptive approach to analyze under, analysis and interpretation of data.
Obtained and observed from teachers and analysis and interpretation of data
obtained from the students.

Analysis of Data and Interpretation of the Results

First of all researcher was selected one secondary level English teacher's
English language classroom and their students were selected to find out the use
of nonverbal communication. Then these collected data were analyzed and
interpreted. Therefore, the following section consists of the analysis that I
found in the collected data.

Interpretation and Analysis of Data Obtained From the Teachers

and Students. To find out the nonverbal communication in ELT classroom,
researcher observed one class for continuously four weeks and filled in
teachers observation form in each day. The collected data have been analyzed
into different themes. Based on the following themes the following analysis has
done based on research objectives.

Teachers Used Gestures in Observed ELT Classroom. Gesture is a

form of nonverbal communication or non-verbal communication in which
visible bodily actions communicate particular message either in place of or in
conjunction in speech. It includes movement of hands, face or other parts of the
body. I.e. Nodding head, wrinkling on forehead, eye contacts, smile, touching,
movement, pointing and so on. It plays vital role in the ELT classroom.

31
In order to fulfill my research study, researcher observed continuously the
teachers classes and found the teachers used various types of gestures
especially, eye contact, smiles at the students and teacher drums on the table,
fingers, teachers claps to motivate students.

Nodding Head. "Teacher nods the head to say 'Yes' and 'No' Nodding or
Shaking head is one of the most important types of gesture. Generally it is
useful to communicate with the people without speaking any language.
Regarding this the observed teachers frequently nod their head to say 'Yes' and
'No' later on I asked a question with the observed teacher. The question was,
“when do you nod your head in your classroom? And why you did? “In
response to this question, teacher said that I nodded head when the students
gave correct or positive response of the asked questions. Likewise I also
nodded head for agree or disagree according to the subject matter. Sometimes,
she/he used to give permission or refuse the students.

From the above mentioned responses it is clear that most of the teachers
most of the time nodded their head when their students responded right or
correct answer. Similarly, the teachers nodded their head to make their students
conform, agree or disagree about something. It was found that teachers nodding
head to made students pay more attention and encouraged to ask/answer the
questions when the teachers nod their head. However few students react to
discouraged. So it can be said that, nodding head conveys the different
meanings such as positive, negative and neutral which is used in the ELT
classroom.

Pointing. Sometimes teachers point the students in the classroom to

perform some action. Teachers can use different types of nonverbal behaviors
for this purpose. Pointing or teacher points to the students. Here for his purpose
I observe the class and take in checklist and what I was found that forty five
percentage, times observed teacher point their fingers to students and I asked a
question with the teachers, the question was "do you point your students while

32
asking the question? Do the students like your pointing behavior? In response
to this query teachers said that "sure I point the students while asking the
questions but only few students like my pointing behaviors and most of the
students did not like my pointing behavior." She further said that sometimes I
used APPLE techniques instead of pointing, where APPLE means A-ask
question as a as a whole, P- pause for a while, P-pick up a student’s L-listen
carefully and E-evaluate them. So from the above response and observation
checklist we can say that teachers pointed their students while teaching in the
classroom but only few students preferred the students such behavior most of
the students did not like of teachers pointing behaviors. Teachers pointing
behavior take negative impact rather than positive impact on students learning.
Likewise, the teacher points their students in a particular situation such as to
asks question to say stand up/sit down, to indicate students which are
commonly

Used by the teachers in the ELT classroom. Regarding the pointing

students I asked question with the students which was, 'How do you feel when
the teacher points their fingers on you?' From this question I got the different
views of the students. Among the twenty four students, fourteen students feel
nervous when the teacher points their fingers at them. Out of which ten were
females and four were males. Five students scared out of which four were
females and one was male. But five students become active and alert out of
which four were males and one was female. And among the fourteen students
one of the student said that, "I feel abnormal frighten, uneasy and she/ he is
forced to follow the commands and students (X) felt run comforted and uneasy
while the teacher pointing to a particular students". Here these students seemed
demotivate from the teachers commands or rules. And some students felt
scared when the teacher points his/her fingers. And only few students felt
happy and relaxed and answer the asked questions.

Thus, from the obtained data, most of the students felt uneasy, abnormal,
frighten through the pointing behavior. They did not like the teachers pointing

33
behaviors while asking the questions and indicating to the students' during the
English Language Learning. But only few students preferred pointing
behaviors of the teachers which takes positive, negative and neutral impact
towards the students learning. But here through the teachers pointing behaviors
most of the students demotivated in the classroom teaching and interaction.

Teachers Smiles at the Students. Communicating with the diversified

students and satisfied individually is not an easy job to the teacher so, before to
start teaching teachers face should be very cheerful, smiling and charming.
Only the cheerful teacher makes their students cheerful in the classroom.
Regarding this I observed the class and asked the question as well, when I
observed the teachers class continuously I found her a very rarely she smiled
inside and even outside the classroom to their students. When the teacher
smiles then students feel relaxed among the twenty four students ten were
males and eight were female students were encouraged to participate in
communication when the teacher smile at them. Similarly, five students feel
relax out of which three were males and two were females. But two students
functions others.

So the above mentioned data most of the students felt relaxed and
encouraged to active participate in communication however only the few times
their teacher found to smile at their classroom which makes them monotonous
and discouraged to learn English Language.

Movement: 'Teacher Moves Around'. Movement of teacher is very

important in the classroom. In the classroom, teachers use different types of
movement to attract the attention of the students where as some teachers like to
spend most of their class in fixed place. In front of class or in the middle of the
class. The other teacher spent a great deal of time walking from side to side or
standing up and down between the chairs. Motionless teachers always bored to
the students. Here about the movement of the classroom the observed teacher
thirteen days teacher moved around in the class during teaching while eighteen

34
days out of twenty-eight observed days do not move around. And I asked a
question to the teacher, the question was, how often do you move in your
classroom during the teaching? In response to this question the teacher said I
move from one place to another place time and again but not frequently during
the teaching. Likewise classroom movement is very useful and important to
handle the classroom and to take the students attention towards learning.
Teacher movement in the classroom attracts the students' attention to check the
performance of individual to observe and monitor all the students.

Similarly movement is a powerful learning tool in the classroom. For the

management of the classroom teacher's movement is very important, every
teacher move in the classroom from one place to another place to handle the
classroom and attract the student's attention towards their learning. So teacher
takes different position in the classroom.

To collect the student's opinion I asked the question to the students the
question was “does your teacher stand only in front of the class during the
teaching? Do you like those teachers who stand in a fixed position in the
classroom? In response to this query twenty students out of twenty-four react
they become more active and alert when teacher moves in the classroom during
teaching but we found very rarely our teacher m over’s in our classroom which
makes us boring and monotonous during her teaching.

So the students preferred the teachers movement in the classroom which

makes them active, careful and motivate to learn in English Language
Classroom.

Haptics. Extrapolating the concept of personal space to the point of

physical touching is a subject of significant debate. While studies have shown
that deliberate and appropriate student/instructor touching in the classroom can
be academically beneficial. The modern academic environment suggests that
the risks of misinterpretation outweigh the benefits. Sometimes, the teachers

35
touch the students in the ELT classroom conveys several meanings. Through
the touching behavior of teachers the students are encouraged towards learning
and sometimes it may distract on learning. Here in my observed teachers
teaching in ELT classroom the teacher pats on students shoulders. Twenty
seven percentages observed times pat on students shoulders. But the seventy
three percentage observed times teacher do not pat on students shoulders. Then
I observed the students reactions after when the teacher pats on their shoulders
the analyzed data presented in the following table.

Table 1

Students Reactions after Teacher Pats on their Shoulders

Reactions of Students Male Female Total

I like it and I am encouraged seventeen seven twenty-
four
I do not like it and I feel nervous Six thirteen nineteen
Other two three Five

From the mentioned table seventeen depict that (twenty-four) students

like and feel encouraged when the teachers pat on their shoulders out of which
seventeen were males and seven were females. Similarly, nineteen students do
not like and feel nervous out of which six were males and thirteen were
females. But the five students feel other things out of which two were males
and three were females.

Later on I asked a question with the teachers about touching, which was
"do you touch your students while touching in the classroom? In which
situation do you touch your students? Is it effective on students learning? In
response to this query, the teacher said that, yes sometimes, I touch the students
on their shoulders beck part of the body, head when the students did not pay
attention and it is somehow effective to motivate them towards learning.

36
Sometimes I touch the students to became closeness and for saying well-done
of group task.

So from the above mentioned descriptions it can be analyzed that most

of the teacher touched their student's shoulders, cheek and back part of the
body to motivate, encouraged and be closeness. However few teachers did not
touched their students because they think it may discourage the students who
felt uncomforted and abnormal when the teacher touched while teaching in the
classroom.

Similarly, teacher touched their students in the classroom in order to

make them active alert them towards learning. But sometimes it may hinder on
students learning because all the students do not prefer the touching behavior.
Here above mentioned table showed that most of the students (girls) did not
prefer and they become nervous, frighten through the touching behavior on the
teachers. However some students (boys) preferred and they felt comfort and
curious about what the teacher going to say. Thus, touching behavior on
students' body, head and check by the teacher may not effective all the time
sometimes it may take positive, negative and neutral impact on students.

Oculesics (Eye contact). Eye contact is one of the nonverbal

communicative forms. It is an important for English Language Teaching
classroom. It makes the students alert and works as motivational techniques in
ELT classroom. In order to fulfill my study, observed teacher frequently does
eye contact with the students and I found students became more active, alert
and motivated towards their teachers teaching. I asked students to raise their
hands 'when your teacher gazed you then how you feel?' and their response will
be presented on the following table:

37
 Table 2

Students Reactions after Teacher Gazed You

Reactions of Students Male Female Total

I am motivated Twelve eight Twenty
I become active and alert Ten Fourteen Twenty four
Other One Two Three

This above statistical analysis demonstrates that twenty students were

motivated when the teacher gazed them, out of which twelve were males and
eight were females. Twenty four students became active and alert out of which
ten were males and fourteen were females, but three students felt other things
out of which one was male and two were females.

So all the students paid more attention when their teacher made proper
eye contact with them, they become aware, active and alert towards learning.
Teacher's eye contact with the students stopped to do unnecessary nothings
while teaching in the classroom. Similarly, eye contact made the students
closer and familiar with the teacher. All most all the students preferred
teacher’s eye contact with them. So from the above mentioned descriptions it
can be analyzed that eye contact of teacher with the students is very important
in the ELT classroom which makes the students active and attracts the
attention. All the students take positively using eye contact by their teacher. It
reduces the noise and nonsense behavior of the students similarly it helps to
make proximity between the students and teachers in English Language
Classroom.

Paralanguage/Vocalic. Paralanguage includes the non-verbal voice

qualities, modifiers and independent sound constructs we use consciously or
unconsciously supporting or accompanying the linguistic message mainly
either simultaneously or alternating with them. Paralanguage is mainly used

38
while speaking, especially by the teachers in the language classroom. It gives
the different meaning according to the context.

Regarding the paralanguage my observed teachers did various times

like, umm……. Ah, huh, etc. during speaking. And I asked a question with the
teachers. The question was, 'Do you sounds such as umm….. Ah…… during
speaking? In which situation you make mostly?' in response to this question
teacher said that, I make such a sounds umm…, ahh….., while speaking when I
forget and thinking and remembering about the subject matter. Furthermore he
adds 'I also made such a sound when the students are responding of the asked
questions. I found they teachers such a sound when students responded
satisfactory answers and teachers encouraged going ahead.

Likewise, I asked a question with the students. The question was, 'How
do you feel when your teachers make sound such as umm….. Ahh….. Huh….
Etc, during speaking? ‘In response to this I got different views which were
presented in the following table:

Table 3
Feeling of Students when Teacher Makes Sounds such as Ahh….. Huh
Response of Students Male Female Total
I feel interesting Ten seven Seventeen
I feel boring Thirteen Twenty Thirty three
Other Three Two five

The statistical analysis shows that seventeen students feel interesting

when the teacher makes such a sound s during speaking out of which ten were
males and seven were females. Similarly, thirty three students feel boring out
of which thirteen students were males and twenty were females. But five
students feel other things out of which three were males and two were females.

So from the above mentioned data most of the time their teacher made
pause and silence when they become confuse or forget something and trying to

39
remember and only few students they feel interesting with the teachers such a
sound. But when the teacher made such a paralinguistic features most of their
students feel bored.

So teachers pause, silence gives several meanings in the teaching

process. Students can understand clearly nonverbal behavior of teachers
without using verbal communication. Silence helps to understand the meaning
clearly which takes positive, negative and neutral impact on students learning
in ELT classroom.

Artifacts: Teachers Personality. Every teacher wants to be a good

teacher. A good teacher has a very good personality. So personality of the
teacher is an essential characteristic of a good teacher. Students always get
attracted to the teacher with the good personality which leads to better
communication, understanding and ultimately good results.

So this section deals with the attributes of the teachers such as

attractiveness, height, hair style, dress and so on. The physical appearance,
personality of the teacher meaningfully affects in ELT classroom. Regarding to
this I collected the student's different opinions in different section, which are
presented in table 4:

Table 4

Students Reactions when Teacher has Good Personality

Response of Students Male Female Total

I am interested in his/her teaching Fourteen Twelve Twenty six
I like to hear him/her teaching Seven Ten Seventeen
Other One Two Three

The statistical analysis demonstrates that twenty-six students were

interested in those teachers teaching who has a good personality out of which

40
fourteen were males and twelve were females. Similarly seventeen students
were liked to hear him/her and interact as well out of them seven were females
and ten were females. But three students feel other things out of which one was
male and two were females.

Next I asked them to respond 'Do you enjoy those teachers class who are
handsome, smart and beautiful?'

Their opinions are presented in the following table:

Table 5

Students Reactions towards Teacher's Outer Personality

Response of Students Male Female Total

Yes, I enjoy Seventeen Fifteen Thirty two
No, do not agree Five Seven Twelve
Other Zero Two Two

This above data shows that thirty two students enjoy those teachers
classes who are handsome/beautiful out of which seventeen were males and
fifteen were females. Similarly twelve students do not agree with that statement
out of which five were males and seven were females. But two students feel
other things for this statement out of which two were only the females.

So from the above mentioned class observation and students data

descriptions teachers' personality seemed very important in the language
classroom. Most of the students were attracted and motivated to learn with the
teacher having attractive personality but only few students said only teacher's
personality does not help towards learning. It depends upon the teachers
teaching styles, methods and expression.

Olfactics. In this section I collect the student's opinion whether teachers’

body order affects in teaching learning or not.

41
 Table 6

Teacher's Body Order

Teacher's Body Order Male Female Total

Yes it does Eighteen Ten Twenty-eight
No, it does not do Five Nine Fourteen
I do not know Two Four Six

This statistical analysis clearly shows that twenty eight students think
that the teacher's body Oder affects in teaching learning out of which eighteen
are males and ten were females. Similarly, fourteen students disagree on this
statement out of which five were male and nine were females. But six students
do not know out of which two were males and six were females.

Similarly I also asked the observed and other students "you do not like
teachers when they come with perfume in the classroom?"

The analyze data for scenario is presented in the following table:

Table 7

Teachers who use Perfumes

Teachers who use Perfumes Male Female Total

No, I like Ten Fourteen Twenty four
Yes, I do not like Sixteen Ten Twenty six
I do not know Two Zero Two

In this scenario, the statistical analysis shows that twenty four students
like those teachers who come with perfumes in the classroom out of which ten
were male and fourteen were females. Similarly twenty six students do not like
out of which sixteen students were males and teen students were females. But
two students were only the males.

42
 Chronemices. Simply it refers to the usage of time and punctuality in
communication.

Teachers taking time and punctuality in ELT classroom plays on

important role to be a good model teacher one should care about the class time
and punctuality.

In my observed ELT class room except the exceptional case the teacher
was very punctual.

Regarding this I asked the students to know their opinion, like “what
you feel when your teacher takes overtime in class?' the analyzed data for
scenario are presented in the following table:

Table 8

Teachers Taking Time

Teachers Taking Time Male Female Total

I become tired Eight Four Twelve
I feel boring Fifteen Eighteen Thirty three
Other Four Two Six

This statistical analysis manifests that twelve students become tired

when the teachers take overtime in class out of which eight students were
males and four were females Similarly thirty three students felt boring out of
which fifteen were males and eighteen students were females. But six students
felt other things. E.g. like it and so on. Out of which four students were males
and two students were females.

Similarly I asked the question “do you like the teachers who always take
their class?" then fifty percentage students agree with this questions and they
said yes we like the teachers who are punctual in the school. And thirty

43
percentage students were not aged with this statement. Rather they said we feel
relaxed when the teacher became absent in the classroom.

Results

a) All most all the students liked the teachers' nonverbal behaviors such as
eye contact, smile movement. Which encouraged them toward better
learning? But teachers such a behavior touching pointing, teacher drums
on the table, wrinkling discouraged them to learn.
b) The teacher's nodding head encouraged most of their students to
participate in communication. Regarding this the male students felt more
encouraged then the female students.
c) The teacher moved in the whole class during the teaching to manage the
class, reduce the noise and keep students active and alert and all the
students were preferred the teacher's movement in the classroom.
d) Twenty five percentages observed times teacher pats on students
shoulders during teaching to make active, concentrate and encouraged
them. But the nineteen students out of which thirteen were females and
six were male students did not like the teachers such behavior and they
felt nervous.
e) I found the teacher made such a sound like, umm….. Ahh… etc. when
she forgets and become confused about the subject matter. But the thirty
three students out of them twenty were females and thirteen were male
students did not like and they interpreted the teacher is not talented and
they feel boring in the classroom.
f) Twenty six students out of them fourteen were males and twelve were
female students were highly motivated and interested in teachers
personality and friendly style of the teachers. They believed that
teacher’s attractive personality really upgrade their learning.
g) The students were very sensitive in relation of teacher's body order.
Sixteen students think it affects in teaching learning out of which seven
were males and nine were females respectively. Thirteen students do not
44
 like the teachers in perfume in the class room out of which five were
males and eight were female students.
h) Nine students felt boring when teachers take over time in the class room.
Out of which five were males and four student's females. In this regard
the number of female students was greater than the male students.
Furthermore, twelve students feel tired out of which eight were males
and four were females. The male students feel more tired them the
female students.
i) Most of the students scare when teachers go near them. So, teachers
should bridge the gap by friendly behavior. Furthermore, teachers
should follow the saying “Be active, make active”. Teachers should
frequently move front to back in the classroom to make the students
active and motivated.
j) Teachers frequently smile and nod their heads during getting questions
and answers that highly encourages the students. And they also fell relax
at the same time.
k) Teacher frequently do eyes contact with the students, gaze them and
move in the classroom to make the students motivated, active and alert.
l) The teacher cleverly pat to encourage the students.it has the direct
negative reactions, too. So, teachers should always aware of these
behaviors too.

45
 Chapter V

Conclusion and Implications

This chapter presents the conclusion and implications of the study on the
basis of analysis and interpretation of data from the participants. Finally, this
study also provides some recommendations related to policy, practice and
further research area.

Conclusion

Nonverbal communication is communication through sending and

receiving wordless cues between or among the people. It includes the visual
clues such as body language, distance, and physical appearance, images, and
postures etc. teachers nonverbal communication plays a vital role in a language
classroom. Teachers use intentionally or unintentionally while teaching in the
language classroom. Nonverbal behavior repeats the words which are spoken
verbally so it helps the students to understand the meaning clearly and easily.
So it is inseparable parts of human communication which adds essence of
meaning and adds the beauty in language.

After conducting an ethnographic research on "the use of nonverbal

communication in English Language Teaching Classroom" researcher came
to draw the conclusion of this research study entitled” use of nonverbal
communication in English language classroom”. Aims to find out the use of
teachers nonverbal behaviors in English Language Classroom. The researcher
used ethnographic observation in secondary level students, using questionnaire
and checklist and analyzed those data thematically and descriptively. The chief
finding of the study was that the teachers used nonverbal behaviors to
communicate with their students such as classroom movements, eye contact
used to develop close proximity between teachers and students, wrinkling on

46
forehead used to show agree or disagree, pointing used to indicate the
particular students in language classroom.

Though the findings of this research cannot be generalized to the every

teachers, nonverbal behaviors used in the classroom, it can certainly show the
teachers nonverbal communication which are commonly used in the language
classroom. Likewise, after analyzing the data use of teacher’s nonverbal
behaviors seemed satisfactory and the students have positive impacts on this
communication used by the teachers most of the time in their language
classroom. Teachers eye contact, nodding heading, smile, pointing, touching,
wrinkling and personality were used frequently in ELT classroom. Moreover
from the findings of this research study most of the teachers and students
perceived nonverbal communication as the best communication to keep the
students more active, alert, interested, and ready to participate students in
classroom communication.

Recommendations

Every research study should have its recommendation in one or another

ways. So this research work has also some recommendation. It is hoped that the
findings as summary and the gist as conclusion will be utilized in the
mentioned level. The recommendation on these levels has been presented
separately below:

Policy Level. Policy is a general rule to systematic the functions and to

achieve the goals of educations. Here, it has some policy related
recommendations:

a) To participate different nonverbal aspects and learning effectively there

should be the policy for implementing NVC cues in faculty of educa-
tions, Tribhuvan University.

47
 b) There should be policy to train teachers to handle how to use nonverbal
signs and symbols in our daily ELT classroom and way to improve our
learning effectively.
c) Curriculum designer and text book writer should make curriculum and
text book applicable for both face to face (verbal words) and (nonverbal
signs and symbols).And also should instruct some methods and tech-
niques for teachers to imply effectively.
d) Curriculum designers and textbook writer should determine the proper
methods and techniques of English language learning through the use of
NVC cues. Different types of training related to NVC mediated instruc-
tions. Should be provided to the school level to the university level
teacher to enhance the quality of education.

Practice Level. This research is equally advantageous to those who are

at practice level. Their research is very much significant for the students and
teachers. Teachers should be well prepared for the use of face-to-face (verbal
language) and (nonverbal signs and symbols) in English language classroom.
Concern authorities should provide wealth sufficient NVC practices in their
institution. This research study found that some of the aspects NVC and
techniques were being used in school level teachers in that particular school
and the Central Department of English Education, Tribhuvan University so; the
concern authority should provide sufficient trainings and aware about the
benefits of using nonverbal signs and symbols to the every institution to
practice in a ground level very effectively. For the improvement of quality
Education of Tribhuvan University, Government should expose teachers to the
latest trends in language teaching and to familiarize teachers with authentic and
useful language learning sites and software.

It is suggested that teachers and students should practice nonverbal signs

and symbols in teaching and learning. Such as online discussion, face-to-face
discussion, virtual classroom, discussion forum, Email, You Tube, Smart

48
phone, Television, Internet, Facebook, Computer, Twitter, Viber and Tablet for
English language learning.

Further Research. No work is final and no research is complete in

itself. This study also could not cover all the area of research. It might have
some limitations as well. This study was only limited to secondary level
English teachers and their one class it can be done for bachelor level too, in the
same way this research has done in Tribhuvan University it can also be done in
other universities too. Like this further research can be done to explore the
NVC in ELT classroom learning in the field of English learning. So many
researchers have to involve investigating the relevance of NVC in ELT
classroom in English language learning

Some further research can be:

1 Effectiveness of using NVC in EFL/ESL classroom.

2 Perceptions and its impact on both learners and teachers to use this dis-
course (NVC)
3 University Level teachers’ Views towards the nonverbal communica-
tion.
4 The impact of teachers’ non-verbal communication on success in teach-
ing.
5 Gestures and other nonverbal communicators in ELT classroom.

49
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 APPENDICES

APPENDIX-I
“USE OF NONVERBAL COMMUNICATION IN ENGLISH
LANGUAGE TEACHING CLASSROOM”
Checklist
The checklist is prepared for gathering data from higher secondary level
English teachers. The checklist will be completed on the direct observation of
the researcher.
ELT Teachers’ NVC Observation form
Name of the Teacher: ………………………………………………..
School ……………………………………………………………..
Level …………………………… Day ………………….
Please tick (…) on each of the following if you think ‘YES’ and (….) if ‘NO’.
1. Teachers smile at students.
2. Teacher does foot-tapping.
3. Teacher frequently does eye contact with students.
4. Teacher drums the table, fingers.
5. Teacher points the finger/s to students.
6. Teacher nods the head to say ‘Yes’ and ‘No’.
7. Teacher claps to motivate students.
8. Teacher makes both hands up and down while saying ‘stand up’ and ‘sit
down’.
9. Teacher moves around.
10. Teacher pats on students shoulders.
11. Teacher makes non-vocal sound such as ah…., um….., huh….., etc.
12. Teacher is exhausted and fatigued.
 APPENDIX- II
“USE OF NONVERBAL COMMUNICATION IN ENGLISH
LANGUAGE TEACHING CLASSROOM”
Questionnaire
This question has been prepared in order to accomplish a research work
entitled, Nonverbal Communication in ELT Classroom: An Ethnography.’ this
research is being carried out under the guidance of Mr. Bhim Prashad Wasti,
Reader, Department of English Education, T.U., Kirtipur, Kathmandu. It is
hoped that your kind co-operation will be a great contribution in the
accomplishment of this valuable research.

Researcher
Hark Bahadur Mauni

Name (optional): …………………………………………….

Sex: ………………
School: …………...………
Level: …………

Please go through the statement carefully and tick (….) according to your
view/experience.
1) When teacher uses a body language as a clue for anything;
a) It motivates me.
b) I start to guess what he/she wants to convey.
c) Other; ………………………………………….
2) When teacher speaks with gestures;
a) I understand the subject matter clearly
b) I watch him/her carefully what he/she is doing.
c) Other; …………………………….
3) The teachers nodding head;
a) Encouraged me to ask/ answer the questions.
b) Discouraged me.
c) Others; …………………………………….
4) You understand those teachers’ teachings who teach you with soft voice.
a) Yes! I agree.
b) No! I disagree.
c) Others; …………………….
5) when teachers makes sounds such as umm……., ah….., huh…., etc. during
speaking;
a) I feel interesting.
b) I feel boring.
c) Others.
6) The sudden loud voice of the teacher;
a) Makes me alert and active.
b) Makes me boring and irritates me.
c) Others; …………………………
7) You do not understand when teacher speaks rapidly.
a) No, I understand.
b) Yes, I do not understand.
c) I do not know.
8) You enjoy those teachers’ classes who are handsome/ beautiful.
a) Yes! I enjoy.
b) No! I do not agree.
c) Others; ………………………………..
9) Teachers’ body odor/ smell affects in teaching learning.
a) Yes, it does.
b) No, it does not do.
c) I do not know.
10)You do not like teachers when they come with perfumes in the classroom.
a) No, I like.
b) Yes, I do not like.
c) I do not know.
11)When teachers take overtime in class;
a) I became tired.
b) I feel boring.
c) Others; ………………………….
12)You like the teachers who always take their class.
a) Yes, I agree.
b) No, I disagree.
c) Other; ……………….
13)You like to study in the room having beautiful paintings, logos, etc.
a) Because I like to study in decorated room.
b) I disagree because they divert my mind.
c) Others; …………………………………
14)Teacher’s movement in class.
a) Makes me alert and active.
b) Makes me sleepy.
c) Others; ………………………
15)You like those teachers who remain standing body but never come near you
during teaching (speaking).
a) I agree.
b) I disagree.
c) Others; …………………………….

Thank you for your kind co-operation.