STUDENT PERCEPTION OF POSITIVE TEACHER TALK IN ADDRESSING CLASSROOM CONCERNS: ENHANCING ACTIVE PARTICIPATION, FOSTERING LEARNER AUTONOMY AND PROMOTING SPEAKING SKILLS
B. Pabasarani*
Institute of Technology, University of Moratuwa, Homagama, Sri Lanka
Session: Technical Session D
Abstract
This study explores students’ perceptions of positive teacher talk in a tertiary setting focusing on its impact in addressing three main classroom concerns: enhancing active participation, activating learner autonomy and promoting speaking skills. This mixed method research primarily adopts a qualitative approach. Google questionnaires were used to collect data. This research examines how students perceive positive teacher talk, and evaluate its effectiveness as a strategy for addressing the aforementioned classroom concerns. Student perception is vital for improving teaching as it assures that the learner needs are accomplished. Thus, the insights gained from this study provides valuable guidance in improving teaching and creating a more learner-centered classroom environment.
Keywords: positive teacher talk, student perception
DOI: 10.64752/BRWL6342