TEACHER’S VERBAL AND NONVERBAL COMMUNICATION IN EFL CLASS

This study investigates the use of verbal and non-verbal communication by teachers in EFL (English as a Foreign Language) classrooms and response to student engagement and understanding. Conducted across two high schools in Banyuwangi, Indonesia. This current study is a qualitative study and utilizes phenomenological research design with descriptive questionnaire analysis. Findings reveal that teachers employ various verbal strategies, such as greetings, questioning, and combining English with Indonesian, to ensure clarity and foster a positive classroom environment. Non-verbal communication, including gestures, facial expressions, eye contact, and touch, complements verbal interactions, enhancing comprehension and maintaining student focus. Students responded predominantly positively to these communication strategies, appreciating their role in improving understanding and participation. However, certain non-verbal cues, such as physical touch, elicited mixed reactions, highlighting cultural sensitivities. The study underscores the importance of integrating effective communication strategies into teaching practices to support diverse learner needs and improve educational outcomes.