using body language in teaching conversation to efl...

AL-USTATH Special Fifth Scientific Conference for the year 2017 --1 438 e Issue

113

Using Body Language in Teaching Conversation to

EFL University's Students

Lecturer: Hussein Gumar Karam

Wasit University/ College of Education/ English Department.

Email: [email protected]

Email: [email protected]

Abstract:

In English teaching, with the constant reform of teaching methods,

body language as a kind of nonverbal language plays a very significant

role in the interaction between teachers and students. It not only can

express the speakers’ intention more accurately and effectively, simplify

the teaching instruction, stimulate the students’ interest, optimize the

purpose of English teaching and enhance teaching effectiveness, but also

can help improve the students’ ability of listening, speaking, reading and

so on. Body language is largely culture-specific, and rests, for its

comprehension, on people’s sharing socio-cultural and linguistic norms.

In cross-cultural communication, L2 speakers’ use of body language may

convey meaning that is not understood or misinterpreted by the

interlocutors, affecting the pragmatics of communication. In spite of its

importance for cross-cultural communication, body language is neglected

in ESL/EFL teaching in Iraq. This study is conducted with students from

Wasit University /English Department/first level. The study aims at

helping English teachers understand the use of body language in teaching

conversation and encouraging students to try using body language in

classes in order to assist their teaching. The English teachers should use

body language properly in their class teaching and bring its function in

language teaching into full play to achieve the best teaching effects.

mailto:[email protected]

mailto:[email protected]


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استخدام لغة الجسد في تدريس المحادثة إلى

ب جامعة إفلطال

المحاضر: حسين جومر كرم

جامعة واسط / كلية التربية

قسم اللغة اإلنجليزية

الملخص:

في تدريس اللغة اإلنجليزية، مع التطور المستمر لطرق التدريس، لغة الجسد كنوع من اللغة غير التعبير والطالب. فإنه ليس فقط يمكن تدريسيناللفظية تلعب دورا هاما جدا في التفاعل بين ال

عن نية المتكلمين أكثر دقة وفعالية، وتبسيط تعليمات التدريس، وتحفيز اهتمام الطالب، وتحسين الغرض من تدريس اللغة اإلنجليزية وتعزيز فعالية التدريس، ولكن أيضا يمكن أن تساعد على

افة محددة، تحسين قدرة الطالب على االستماع والتحدث والقراءة. لغة الجسد هي إلى حد كبير ثقويستند، لفهمها، على تقاسم الناس المعايير االجتماعية والثقافية واللغوية. وفي التواصل بين

مفهوم العنى غير الثقافات، يستخدم متحدث اللغة الثانية لغة جسدية التي ربما سوف تغطي المبين الثقافات، وعلى الرغم من أهميته في التواصل.ن مما يؤثر على واقعية التواصلمن المحاوري

اللغة اإلنجليزية كلغة أجنبية ملة بمادة تدريس اللغة اإلنجليزية كلغة ثانية اوفإن لغة الجسد مه/ قسم اللغة اإلنجليزية -جامعة واسط في العراق. أجريت هذه الدراسة على مجموعة من طلبة

على فهم استخدام لغة المرحلة األول. وتهدف الدراسة إلى مساعدة التدريسين اللغة اإلنجليزيةالجسد في تدريس مادة المحادثة وتشجيع الطالب على محاولة استخدام لغة الجسد في الصفوف من أجل مساعدة في تعليمهم ويجب على التدريسين اللغة اإلنجليزية استخدام لغة الجسد بشكل

لتحقيق أفضل صحيح بصفوفهم والعمل بكل وظائفها بكل فعاليات الدرس اثناء تدريس اللغة .التدريس


115

1- Literature Review

'During the history, body language is large number of old wise sayings

that "It's not what you say; it's how you say it," "Actions speak louder

than words," and "First impressions are lasting impressions""Your actions

speak so loudly, I can't hear what you are saying," (Roviello,2004:6)'.

'(Mehrabian and Wiener, 1967:109)says that in the communication of

affect (i.e., feelings and attitudes) words account for only a small part

(7%) of the meanings exchanged; a much greater part (38%) is

transmitted through speech rhythm, volume, and tone of voice; and yet a

greater part (55%) is transmitted through body language.(Pease, 1988:9).

point out that the verbal aspect of an eye-to-eye conversation is l than 35

percent and that over 65 percent of communication is established in a

nonverbal way'.

'(Grant and Hennings, 1971:30) indicated that as much as 82 percent of

teacher messages are non-verbal while 18 percent are verbal. (Knapp and

Hall,1992:77) estimated that in simultaneous verbal and non-verbal

communication, approximately 65 percent of the meaning is created by

the non-verbal messages. According to, Richmond and McCroskey

(2004:61) reported more than 10,000 teachers felt that nonverbal behavior

was a more effective communicative tool for improving student-teacher

relationships than verbal communication. 'Richmond and McCroskey

(1995:214) point out that “many teachers discovered body language

communication helps them to be better controllers, managers, and helpers

because body language communication is more subtle and can be used

more often'.

'Birdwhistell (1955:54), states that in a conversation up to 65% of what is

transmitted on the social, interpersonal level is conveyed non-verbally.

This implies that a considerable part of any message that we are sending

and receiving is encoded and decoded non-verbally. Consequently,

although only recently, body language phenomena have become a focus

of interest in various disciplines such as anthropology, psychology,

sociology, and linguistics (Kendon, 2004:83)'.

2-What is the Meaning of Body Language?

'Body language as a kind of nonverbal communication, which includes

how people greet each other, how they sit or stand, what their facial


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expressions, clothes, hair style, tone of voice, and eye movements are

like, how they listen, how close they stand to others while conversing,

and how they touch, tap and pat each other (Rugsaken,2006:7). It is also

the language of emotions, space, time, and tacit knowledge. It is a way of

communication (Building, 2008:12)'.

'(Miller, 1988:3) body language communication as communication

without words. It includes overt behaviors such as “facial expressions,

eyes, touching and tone of voice, as well as less obvious messages such

as dress, postures and spatial distance between two or more people'.

'According to Abercrombie (1968: 55) “We speak with our vocal organs,

but we converse with our entire bodies.” Every facial expression and

every gesture contributes to the overall meaning of a statement. Our body

language thus accompanies every speech act we make, and even if we do

not speak, our non-verbal behavior constantly transmits information that

can be meaningful'.

'(Knapp and Hall,2007:32). Says that speakers are generally aware of

their use of language, they are unlikely to be conscious of their use of

body language, as well as the meanings they convey through it. In

addition, like other forms of social behavior, body language is largely

culture-specific and needs to be learned through exposure to

communication in society. The body language speaks to listeners through

visual elements, such as eye contact, physical distance between the

speaker and the listener, gestures, postures, and body orientation. Body

language is as much a part of casual communication as it is of formal

presentations Behjat and Smaneh, 2014:15)'.

'Simmons (2007:11) says that one of the most influential modes of

communication we use in our day to day interactions is body language

side. He believes that it is this mode of communication that ignites our

emotions and responses, also acquiring and understanding body language

increases one’s ability to communicate successfully in a conversational

situation'.

3- Body Language and its Components

'As (Gladis,1985) observes, we "read" others consciously,

unconsciously and continuously. Body language communication is


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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 body

language communication would be a critical aspect of interpersonal

communication in the classroom. According to White (2000:66) body

language 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. We spend a lifetime reading

people and their nonverbal behavior'.

A-Eye Contact

'Eyes "are the windows of heart" (Zhu 2006: 80). This may be one of the

reasons why some of the interlocutors concentrate so much on the eyes

during interaction. Eyes are expressive by nature, and can send and

receive different messages during a face-to-face conversation. Simmel

believes that the eye is a unique "sociological achievement" since looking

at one another is what affects the connections and interactions of

individuals (as cited in Frisby and Featherstone 1997: 111)'.

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,

affective moods, approval, deception, warmth and other variables related

to classroom interaction. (Internet, n.d.:3). On another hand, the term

posture is related with the position of the body and it is culture specific as

is the case with other categories of body language. For instance, in a

foreign language classroom, a Turkish student of English cannot talk with

her/his teacher with hands in pocket because a student's putting hands in

pocket when talking with the teacher is considered to be disrespectful or

impolite( Murat, and Sibel, 2008:168)'.

C-Facial Expression

'The eyes, which have already been discussed, are often considered the

most important facial means of body language communication; however,

all facial expression (i.e. frown, sneer and smile) can carry body language

meaning. Each part of the face sends a message to those viewing the


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whole face (Roviello, 2004:9). Facial 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 (Internet,n.d.)'.

D- Distance

'Distance is one of the most important aspects of body language, plays

avital role in establishing a successful interaction between the teacher and

the students in the classroom. Students who have distance system

different from the target cultures should learn about these differences

(Murat and Sibel, 2008:168). For example, an Arab ESL student in

America who disregards the difference between the distance system of

America and that of his mother tongue may experience serious problems;

that is, s/he may be rejected, regarded homosexual, promiscuous,

physically abused, and so on (Arias, 1996:32)'.

E- Touch

'According to Roviello (2004:10) the meaning of touch depends on the

situation, culture, sex and age. Touch is one of the strongest facets of

body language. Human beings interpret meanings from a simple, single

touch. Touch in the classroom has become a sort of taboo. Are teachers

allowed to touch? 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.

Meanwhile Gladis' (1985:38) point out that concludes that effective

teacher-student touch can tighten their bond, stimulate further

communication and hence facilitate learning'.

F- Vocal Intonation

'Vocal intonations or paralanguage (White, 2000:12), 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


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technique of a speaker helps students retain more information. (Gladis,

1985:35) says that Vocal intonation can 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,

2000:16) point out that we 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 body

language behavior even though it is based on vocalization. A teacher

could use the saying, "Class I would like your attention." S/he could say it

softly to imply calm or s/he could say it loudly and quickly to imply a

sense of urgency. A teacher could also use the same phrase in a sarcastic

tone, which would imply annoyance and impatience. This body language

communication is not based on what we say, but how we say it'.

G- Gesture

'According to Gladis (1985:35) drawing visual pictures with gestures

enables students to "see" the point more clearly. Gestures 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. Modes of body language,

such as head gestures and hand movements are well known to have strong

effects on interpersonal relationships, such as teacher to student. (Pedrosa,

1990:305) With time appropriate gestures, a teacher can accentuate any

verbal instruction'.

'On another hand psychologist Scherer (1980: 225) notes that proposes

making a distinction between vocal and non-vocal phenomena. First, we

can, therefore, find paralinguistic (i.e. vocal) phenomena such as

individual characteristics of the voice, speech melody, temporal aspects,

forms of articulation and side noise. Second, there are non-vocal

phenomena in conversation such as the external characteristics of a

speaker, physical reactions and a number of kinesic phenomena, which

can be divided into macro-kinesic and micro-kinesic phenomena. In the

following figure shows a systematic overview of the main forms of body

language communication (Argyle, 1972:243)':


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Figure 1: Overview of the Main Forms of Body Language Communication.

4-Body Language Communication and its Similarities, Differences

with Intercultural Learning.

'In culture-specific signs, there are a number of physical expressions

that are interpreted identically in every culture, helps to support the idea

of using body language communication to increase mutual understanding

(Strasser, 2008: 70). Body language, its across cultures, differences in

body language may be as conspicuous as differences in language. In fact,

while some gestures are shared by all human beings (for example, smiling

as a sign of happiness or pleasure), some widely used gestures may have

different meanings in different cultures (for example, pointing a finger,

waving, shaking or nodding the head). Most gestures are learned as part of

the process of learning to communicate in a socio-linguistic community

(Ekman and Feldman, 1972:4)'.

'Another example 'thumbs up’ sign has a positive meaning in most parts

of the western world, but it means ‘man’ in Japan, and is an obscene

gesture or an insult in some Middle Eastern countries, (Matsumoto,

2006:49). The ‘V’ sign may be used to mean different things in different

parts of the English-speaking world, depending on how it is realized. In


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the UK and in the countries of the Commonwealth, the ‘V’ sign

produced with the palm facing inward is an obscene gesture, but when it

is produced with the palm facing outward it means ‘two’ or ‘peace’. In

the US, the gesture is generally made with the palm facing outward, and

it means ‘two’, ‘peace’ or ‘victory’ (Pease and Pease, 2004:12)'.

'Many intercultural misunderstandings and even communication

breakdowns are due to the behaviour of a person from one culture being

‘inappropriately’ perceived, interpreted, and reacted to by someone from

another culture (Culham,2002:95). This is particularly true for

homomorphy, that is, one and the same gesture being used as an emblem

in different cultures but carrying significantly different meanings (Knabe

and Kristin, 2007:86). Therefore, the teaching of intercultural

communicative competence should include body language

communication. Learners of foreign languages must be made aware of the

impact culture has on vocal and non-vocal phenomena (Surkamp,

2014:8)'.

'According to Haynes (2004:1)The following are examples of common

gestures of body language that have different meanings in different

cultures'.

Table .2. Common Body Language Gestures with Different Meanings

in Different Cultures.

Gesture Meaning

1-Beckon with index finger -The U.S.A :"Come here".

-The Middle or Far East :insulting or even obscene.

-Portugal, Spain, Latin America, Japan, Indonesia and

Hong Kong :insulting or even obscene.

2-Beckon with the palm

down, with fingers or whole

hand waving

-The Middle or Far East :"Come here".

-Portugal, Spain, Latin America, Japan, Indonesia and

Hong Kong:"Come here"

3-Point with the index finger -The Middle or Far East:"impolite".

-Indonesia:"inappropriate Indonesian people use an

open hand or their thumb when pointing at

something".

-Germany:"inappropriate German people use their

little finger when pointing at something".


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4-Smile -This gesture is universally understood but its meaning

may change in various cultures.

- Japan :"being confused or angry" In other parts of

Asia- "being embarrassed".

- America :"indicating a friendly greeting".

5-Sit with soles shoes

showing

-Thailand, Japan, France:"disrespect, insulting".

- The Middle East and Near East:"disrespect,

insulting".

Table.3.Show the Similarities between Iraqi and American in Body language.

Gesture Meaning

1-Shaking hands. Greeting one another.

2-Cupping the ear. I can’t hear you.

3-Wrinkling the nose. Disgusting, smelling.

4-Open hand, palm up. Sincere, open

5-Chewing fingernails. Nervousness. The person is not

feeling secure.

5-The Effective of Body Language Communication in ELT Classroom.

'Teacher creates more impression through body language in the

classroom than the knowledge of subject matter and verbal fluency.

There is a language of body expression and motion that plays a pivotal

role in the language classroom. Body language messages can be a more

explicit and candid means of determining intent than merely the spoken

word alone' (Rosa,2002:1). According to (Woolfolk and Brooks,

1983:103) body language behavior often influence the demeanor of

teachers and students. Actually the success of both the student and

teacher depends upon the effective communication between them in the

class, but communication becomes handicapped without the proper use of

body language behaviors'.

'(Negi, 2009:101) states that the goal of language teaching is to develop

the communicative competence, if we become aware of body language, it

may certainly enhance effective communication. Body language

behaviors, which are more subtle and can be used more often in the

classroom are also the sign of psychological state of the teacher and

should not be taken lightly. If the teachers' body language behaviors are

positive students enjoy the lecture and highly motivated to the teacher

and the subject matter, on the other hand if the body language behaviors


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are negative students feel discomfort and may not be motivated to the

subject matter and the teacher. According to Abercrombie (1973: 31). We

converse with our entire bodies, conversation consists of much more than

a simple interchange of spoken words'.

6-The Study

'This research is entitle Using Body Language in Teaching

Conversation to EFL University's Students. It was carried out to identify

the teachers' most frequently used body language behaviors and find out

its impact on the learners' motivation in the ELT classroom. (The sample

populations of 60 (30 males 30 females) students were purposively

selected from Wasit University/ College of Education/ English

Department/ First Level. The researcher used the questionnaire, to ensure

face validity of questionnaire test. It has been exposed to jury members',

'(Prof Dr. AL-Rifa'e Fatin, Prof. Dr. Al- Saadi Shatha, Prof Dr. AL-

Majdawi Ali , Assit, Prof Dr. Al-Atabi, Faris and Assist Prof. Al-Ebadi

Qassim Hmadi) who have been asked to give their agreement,

modification or any additional point concerning the questionnaire. Judged

valid by all juries which mean 100% agreement excepts tor minor notes

and modification like some items need spelling correct, add new items. It

contains 15 questions to know students' reaction to their teachers' body

language behaviors that observe in the classroom'.

7- Discussion

'Teachers' movement in the classroom kept males students (90% S.A =

Strongly Agreed) active, that get highest degree from all points,

Meanwhile females were (78%. S.A. = Strongly Agreed). But they were

(female 83%, male 76% Agree =A.) feel nervous and embarrassed when

the teacher indicates a particular student with their raised figure while

asking the question. Also felt difficulties to speak in front of those

teachers who stared at them coldly (female 80%, male 86% =S.A.).

Female students (80% S.A.) liked teachers' smile, Analysis showed that

the male students' (66% S.A.) motivation to teachers smile was not

greater than the females. Students especially males were (76%= S. D.

Strongly Disagree) that teachers makes eye contacts only with the

talented students and females were (63%= S.D.).But (female 66%, male

63% =S.A.) paid more attention when the teacher made eye contacts with


124

them. Students like to work in pair/group in the classroom rather than

listening to the lectures all the times. Result of analysis show that,

(female 63%, male 60% =S.A.). It seems that students were equal in their

opinions about " they feel bore in those classes where the teacher teach in

monotonous tone" (female 63%, male 60%= S.A.) meanwhile, they were

equal (100%) in their answers, first (male 60%, female 60%= S.A.)

looked at their wristwatch when the teacher takes over time in the class.

Second answer (male 60%, female 60% .D = Disagree) for teacher tends

to look way when a difficult topic is being discussed. Also they felt

boredom in the class where teacher taught in a monotonous tone (male

66%, female 50%= S.A.).And students especially female (66% neither

agree nor disagree= NA.ND.) for Poor teachers make sounds such as /a:/

time and again while explaining the subject matter. Finally, Students

(female 50%, male 56% =S.A.) were encouraged to speak in front of'

'those teachers who encouraged their students by nodding their heads. In

this regard, male students motivation to teachers' head node was greater

than the females'.

8- Major Findings

'The analysis showed that students had both the positive and negative

impact from their teachers' body language communication'.

1-'Students became more active if the teacher kept movements in the

classroom and made the frequent eye contact with them'.

2-'Students were highly motivated to the teachers who smiled at them,

made them laugh in the classroom, and illustrated the subject matter but

felt difficulties to deal with the teacher who stared at them coldly and

indicated a particular student with their raised finger'.

9-Recommendations

'Teachers should smile and node their heads to encourage their students

while talking to them so that they (students) could share their difficulties,

problems and so on with their teachers'.

'Teachers can make their students active by keeping movements in the

classroom, making frequent eye contacts with them; interacting with

them by asking some questions and involving them in discussion'. Good


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teachers are attractive, smart, and frank and make students laugh in the

classroom'.

10-Conclusion

'One of the main teaching objectives in the foreign language

classroom is the development of communicative competence. As an

essential part of communication is body language, communicative

competence cannot consist solely of the correct use of verbal language.

The fact that body language phenomena play an essential role in

conversation becomes evident when we consider the different functions

body language behavior can fulfill. Body language which takes various

forms illustrates or replaces certain aspects of hearers' brain that deals

with the emotional part of the message. Various body language behaviors

of language teachers' in classroom discussed in this article so far had both

the positive and negative impact on their learners' motivation. Finally, the

combination of verbal and body language communication in the foreign

language classroom can make it easier for learners to remember new

words or grammatical structures. As neurological research has shown, we

remember vocabulary and language patterns for a longer period of time if

language is linked with body language signs'.

Appendix (Questionnaire)

'Name (optional):...................................................................

Name of the college (optional): ...........................................

Level: Please tick

In the following statements you will have to tell me about your feelings

regarding the body language message of your language teachers as you

observe them in the classroom. Please go through the statements carefully

and tick (^).

Under 1 if you strongly agree.

Under 2 if you agree.

Under 3 if you neither agree nor disagree.

Under 4 if you disagree and

Under 5 if you strongly disagree'.

1-'Similing teachers teach more effectively than those who are always serious.

1 2 3 4 5

2- It is easy to speak in front of those who usually encourage students by

nodding their head.

1 2 3 4 5


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3-Students feel nervous and embarrassed when the teacher indicates a

particular student while asking the question.

1 2 3 4 5

4-It is hard to speak in front of those teachers who stare their students coldly.

1 2 3 4 5

5-My friends avoid eye contacts when they don’t know the answer of the

question asked.

1 2 3 4 5

6- I pay more attention when the teacher makes eye contacts with me in the

class'.

1 2 3 4 5

7- 'Teachers make eye contacts only with talented students.

1 2 3 4 5

8- Teacher tends to look way when a difficult topic is being discussed.

1 2 3 4 5

9-My friends see their wrist watch when the teacher takes over time in the

class.

1 2 3 4 5

10- My friends do not pay attention to lecture when the teacher appears to be

fatigued and exhausted.

1 2 3 4 5

11-Sitting close to teacher in the front row helps students in understanding the

lecture more.

1 2 3 4 5

12- My friends feel bore in those classes where the teacher teach in

monotonous tone.


127

1 2 3 4 5

13- Poor teachers make sounds such as /a:/ time and again while explaining the

subject matter.

1 2 3 4 5

14- Teachers movement in the classroom keeps students active.

1 2 3 4 5

15- We like to work in pair/group in the classroom rather than listening to the

lecture all the time'.

1 2 3 4 5

Results

'The following table shows the students' reaction to their teachers' body

language behaviors.

The Students' Reaction to their Teachers' body language behaviors.


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S.N. Scenario Strongly agree

Agree NAND Disagree Strongly disagree

01 Smiling teachers teach more effectively than those who are always serious.

44 (66.80%)

16 (20.33%)

- - -

M 20 M 6 M - M - M -

F 24 F 10 F - F - F -

2 It is easy to speak in front of those teachers who usually encourage students by nodding

their head.

28 (50.43%)

32 (50.56%)

- - -

M 15 M 15 M - M - M -

F 13 F 17 F - F - F -

3. Students feel nervous and embarrassed when the teacher indicates a particular student

while asking the question

48 (83.76%)

12 (16.23%)

- -

M 25 M 5 M - M - M -

F 23 F 7 F - F - F -

4. It is hard to speak in front of those teachers who stare their students coldly.

10 (13.20%)

50 (86.80%)

- - -

M 4 M 26 M - M - M -

F 6 F 24 F - F - F -

5. My friends avoid eye contacts when they do not know the answer of the question asked.

7 (6.16%) 31 (60.43%)

12 (40%) 10 (33%) -

M 2 M 18 M - M 10 M -

F 5 F 13 F 12 F - F -

6. 1 pay more attention when the teacher makes eye contacts with me in the class.

39 (63.66%)

21 (36.33%)

- - -

M 19 M 11 M - M - M -

F 20 F 10 F - F - F -

7. Teachers makes eye contacts only with the talented students.

5(6%) 1 (3%) 4 (13%) 4 (13%) 31

(76.63%)

M - M - M 4 M 4 M 22

F 5 F 1 F - F - F 19

8. Teachers tend to look away when a difficult topic is being discussed.

1 (3%) 4 (6.6%) 19 (33.30%)

36

(60.60%)

-

M - M 2 M 10 M 18 M -

F 1 F 2 F 9 F 18 F -

9. My friends see their wrist watch when the teacher takes over time in the class..

40 (60.60%)

10 (33%) 2 (6%) 8 (26%) -

M 20 M - M 2 M 8 M -

F 20 F 10 F - F - F -

10. My friends do not pay attention in the lecture when the teacher appears to be fatigued and

exhausted.

15 (30.20%)

30 (53.46%)

15 (6.33%)

- -

M 9 M 16 M 5 M - M -

F 6 F 14 F 10 F - F -

1 1 Sitting close to the teacher in the front row helps students in understanding the lecture

more.

37 (18.19%)

15

(23.26%)

8

(16.10%)

- -

M 18 M 1 M 5 M - M -

F 19 F 8 F 3 F - F -


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(Numerical after M= male and F= female indicates the number of students)'.

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35 (66.50%

)

25 (33.50%)

- - -

M 20 M 10 M - M - M -

F 15 F 15 F - F - F -

13. Poor teachers make sounds such/a:/ time and again while explaining the subject

matter.

4 (13%) - 20 (66%) 20 (33.33%)

16 (58%)

M 4 M - M - M 10 M 16

F - F - F 20 F 10 F -

14 Teachers movement in the classroom keeps students active

49 (78.90%

)

12 (10.26%)

- - -

M 27 M 3 M - M - M -

F 22 F 8 F - F - F -

15 We like to work in pair/group in the classroom rather than listening to the

lectures all the times.

37 (60.63%

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19 (30. 33%)

3 (10%) - -

M 18 M 9 M 3 M - M -

F 19 F 10 F 1 F - F -

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