Investigating Nonverbal Communication in Third-Year English Classes in Algeria

Abstract

This dissertation explores the role of nonverbal communication in third-year English classes within the Algerian primary school context, and how it influences learning outcomes. The study involves classroom observations, questionnaires, and interviews conducted with a third-year English language classroom at Sabih Saleh primary school, comprising 36 students and their teacher, also included other teachers from different schools, to broaden the research and make it more comprehensive. Both qualitative and quantitative data collection methods were employed to gain valuable insights on the topic. The analysis revealed important insights on the employment of nonverbal communication techniques at the primary school English language instruction, its’ influence on learning outcomes, and the perceptions and attitudes of the learners towards it. These findings underscore the importance of the nonverbal communication implementation in English language instruction. Based on the results, the study offers practical recommendations and suggestions to improve English language education at the Algerian primary school such as promoting teacher training programs and practices, and encouraging teachers to create engaging and inclusive classrooms with the aid of nonverbal communication techniques. In doing so, it aims to contribute to an improved learning atmosphere where students are engaged and motivated to learn.