Abstract

In the context of higher education reform towards a learner-centered approach, teachers’ nonverbal behavior is considered an important factor influencing the effectiveness of English teaching and learning. This study investigates students’ perceptions at Electric Power University regarding the impact of teachers’ nonverbal behavior on learning English speaking skills. A mixed-methods approach was employed, including a survey of 215 students and semi-structured interviews with 5 students. The findings indicate that eye contact, smiles, friendly facial expressions, hand gestures, and expressive voice tones help increase learning motivation, reduce anxiety, and improve students’ confidence in speaking English. In contrast, some negative nonverbal behaviors may decrease students’ participation in classroom activities.

Keywords: Classroom communication, electric power university, English speaking skills, nonverbal behavior, students’ perceptions.