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All Journal International Journal of English Education and Linguistics (IJoEEL)
Kok, Alfian Sandy William
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Languange, Linguistic, Communication & Media

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The Effectiveness of Paralanguage in English as Foreign Language Classes Seran, Yanuarius; Luruk, Fransiska Densiana; Verdial, Jose Da Conceicao; Kok, Alfian Sandy William; Seran, Yohanes
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i1.10760

Abstract

This study was carried out to investigate the effectiveness of paralanguage in English as Foreign Language (EFL) class. Descriptive qualitative method was utilised in this study. Researchers took paralanguage as the object of this study. Random sampling was applied in taking the sample. Source of the data were taken from observation check list and interview. The data were analysed using paralanguage theory. The result revealed that teachers implemented paralanguage in class. (1) healthy synergy could be created between teachers and students; (2) the tone or pitch of the voice helps provide confirmation of an explanation; (3) variations in tone can make the class atmosphere not flat and monotonous; (4) variations in tone, optimal voice volume according to students' conditions in the classroom, and clear accents and articulations can help students follow the teacher's explanation and students can comprehend the explanation of the material effectively; and (5) teachers’ preparation in the classroom determines the continuity of optimal teaching and learning and teachers can avoid frequent use of fillers which will lead to monotonous classes.  The implication of this study is due to the significant influence of paralanguage in teaching and learning process, teachers especially English teachers need to apply paralanguage in class. An effective instruction not only does focus on the transferring the materials, nevertheless the effort applied to lead students to e comprehensive understanding of the materials learned.
Students' perceptions on the Use of Paralanguage in EFL Classrooms Kok, Alfian Sandy William; Misa, Mikhael; Bouk, Edmundus; Seran, Yanuarius
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12655

Abstract

This study examined students’ perceptions of English language teachers’ use of paralanguage in schools on the border between Indonesia and Timor Leste, specifically examining its impact on students’ engagement and comprehension in an English as a Foreign Language (EFL) environment. Paralanguage—encompassing vocal qualities such as pitch, pitch, volume, and rate of speech—plays a critical yet often overlooked role in effective communication, especially in a language learning environment where non-verbal cues can significantly impact students’ comprehension. Through qualitative methods, including observation and semi-structured interviews with students at SMA Fides Quarens Intellectum and SMA Negeri 2 Kefamenanu, this study investigated how students interpreted their teachers’ paralinguistic cues and how these cues influenced their learning experiences. The findings revealed that students perceived paralanguage as a valuable tool for enhancing clarity and emotional connection in the classroom, aiding their comprehension and encouraging active participation. Elements such as pitch modulation and vocal emphasis were shown to help students understand important information and stay engaged, while balanced vocal qualities created a supportive and engaging classroom atmosphere. Furthermore, this study highlights the role of paralanguage in reducing student anxiety and increasing self-confidence, which is particularly relevant in cross-cultural educational settings where language barriers and cultural differences can hinder effective communication. These insights underscore the importance of incorporating paralanguage awareness into teacher training programs, suggesting that the intentional use of vocal cues can enhance instructional effectiveness and support student language acquisition.
Co-Authors Edmundus Bouk Jose Da Conceicao Verdial Luruk, Fransiska Densiana Mikhael Misa Seran, Yanuarius Seran, Yohanes