Investigating the Impact of Teachers’ Non-Verbal Communication on EFL Primary Pupils' Engagement: The Case of 4th Primary at Hamida Abdelkader and Abdellaoui Elamri Schools, Bousaada
| dc.contributor.author | Miss. Kheidri Zineb | |
| dc.contributor.author | Miss. Hayat Kireche | |
| dc.date.accessioned | 2025-07-14T09:25:15Z | |
| dc.date.available | 2025-07-14T09:25:15Z | |
| dc.date.issued | 2025-07-14 | |
| dc.description.abstract | ABSTRACT The present study attempts to investigate the impact of teachers' non-verbal communication on EFL primary school pupils’ engagement, focusing on 4th-grade classrooms in Bousaada. Knowing that non-verbal communication cues such as gestures, facial expressions, eye contact, and body language play a crucial role in classroom interactions, the study aims to explore how these cues by teachers affect and enhance pupil engagement in English as a Foreign Language (EFL) classrooms. In order to achieve the objectives of this study, a mixed methods approach was employed. Questionnaires for both teachers and pupils of 4th-grade classrooms, semi-structured interviews directed to teachers, and a classroom observation checklist were used as research tools in order to collect enough data. All data were analyzed both quantitatively and qualitatively. The findings demonstrate that teachers’ non-verbal behaviors have a positive effect on EFL primary school pupils’ engagement. In other words, there is a positive correlation between teachers’ non-verbal communication and pupils’ engagement levels. As a result, some suggestions and recommendations are offered to help teachers to be more aware and familiar with the use of NVC strategies to make their pupils more engaged in classroom. | |
| dc.description.sponsorship | ABSTRACT The present study attempts to investigate the impact of teachers' non-verbal communication on EFL primary school pupils’ engagement, focusing on 4th-grade classrooms in Bousaada. Knowing that non-verbal communication cues such as gestures, facial expressions, eye contact, and body language play a crucial role in classroom interactions, the study aims to explore how these cues by teachers affect and enhance pupil engagement in English as a Foreign Language (EFL) classrooms. In order to achieve the objectives of this study, a mixed methods approach was employed. Questionnaires for both teachers and pupils of 4th-grade classrooms, semi-structured interviews directed to teachers, and a classroom observation checklist were used as research tools in order to collect enough data. All data were analyzed both quantitatively and qualitatively. The findings demonstrate that teachers’ non-verbal behaviors have a positive effect on EFL primary school pupils’ engagement. In other words, there is a positive correlation between teachers’ non-verbal communication and pupils’ engagement levels. As a result, some suggestions and recommendations are offered to help teachers to be more aware and familiar with the use of NVC strategies to make their pupils more engaged in classroom. | |
| dc.identifier.uri | https://repository.univ-msila.dz/handle/123456789/47057 | |
| dc.language.iso | en | |
| dc.publisher | UNIVERSITY OF MOHAMED BOUDIAF- M’SILA | |
| dc.relation.ispartofseries | AN/41/2025 | |
| dc.subject | Key concepts : Non-verbal communication | |
| dc.subject | pupils’ engagement | |
| dc.subject | EFL pupils | |
| dc.subject | primary education | |
| dc.subject | EFL. | |
| dc.title | Investigating the Impact of Teachers’ Non-Verbal Communication on EFL Primary Pupils' Engagement: The Case of 4th Primary at Hamida Abdelkader and Abdellaoui Elamri Schools, Bousaada | |
| dc.type | Thesis |