The Contribution of Teacher Talk on Student Engagement in English Classroom

Abstract

Effective teacher-student communication is essential for fostering a positive learning environment and encouraging student engagement. Other than that, the influence of teacher talk on student engagement extends beyond academic achievement to social-emotional growth and overall student well-being. Therefore, this study investigates the relationship between teacher talk and student engagement in the classroom. To attain that purpose, this research used a case study with a qualitative approach. The data were obtained through non-participant observation with the 11th grade in an EFL classroom at one of the senior high schools in Garut. The observation was analyzed inductively using the framework of teacher talks in the system of foreign language interaction. The findings show that there were five categories of teacher talk in this classroom, such as praising and encouraging, using the ideas of students, asking questions, giving information, and giving direction. However, asking questions is the dominant talk type used by the teacher. In relation to the teacher talk found in the class, the result revelaed that there was only one category of student engagement: cognitive engagement. It means that the teacher should manage her talk not only focusing on how students could be academically engaged, but also how students’ emotion and behavior are also being the concern in the classroom setting.