Teacher-student verbal communication and student learning
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Published:
Nov 30, 2022
Keywords:
Student learning success, Teachers and students, Verbal communication
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Articles
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Abstract
Teachers and students communicate through curiosity and attention. In social psychology, the instructor communicates and the pupil receives. Teaching-learning involves students getting teaching materials in various forms and teachers offering them in a dialogic style at a given time and location. Teacher-student contact is essential for effective teaching and learning. Teachers and students exchange psychological messages. Student learning achievement is multifaceted. Teachers' verbal communication skills affect student learning. Verbal communication—spoken or written—uses symbols or words. Teachers require solid language skills and a vast vocabulary to speak verbally because kids cannot understand specific words alone. This study seeks to understand how teacher verbal communication is implemented, how student learning is affected, and how. The association between verbal communication (variable X) and student learning success (variable Y) is researched using a quantitative descriptive method using a correlational study type, Product Moment (r). This strategy examines how components are connected.
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How to Cite
Kasim, H. Y. bin, & Joseph, K. de. (2022). Teacher-student verbal communication and student learning. International Journal of Curriculum Development, Teaching and Learning Innovation, 1(1), 13–20. https://doi.org/10.35335/curriculum.v1i1.53
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Stahl, S. A., & Nagy, W. E. (2007). Teaching word meanings. Routledge.
Sutherland, K. S., & Oswald, D. P. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: Transactional processes. Journal of Child and Family Studies, 14(1), 1.
Teixeira‐Dias, J. J. C., Pedrosa de Jesus, H., Neri de Souza, F., & Watts, M. (2005). Teaching for quality learning in chemistry. International Journal of Science Education, 27(9), 1123–1137.
Thomas, R. M. (2003). Blending qualitative and quantitative research methods in theses and dissertations. Corwin Press.
Trumbull, M., & Watson, K. (2005). Qualitative research methods. Integrating Quantitative and Qualitative Methods in Research, 101–126.
Weisse, W. (2003). Difference without discrimination: religious education as a field of learning for social understanding? In International perspectives on citizenship, education and religious diversity (pp. 170–184). Routledge.
Wen, W.-P., & Clément, R. (2003). A Chinese conceptualisation of willingness to communicate in ESL. Language Culture and Curriculum, 16(1), 18–38.
Westwood, P. S. (2004). Learning and learning difficulties: A handbook for teachers. Aust Council for Ed Research.
Wood, A. F., & Smith, M. J. (2004). Online communication: Linking technology, identity, & culture. Routledge.
Woods, R., & Ebersole, S. (2003). Becoming a “communal architect” in the online classroom—Integrating cognitive and affective learning for maximum effect in web-based learning. Online Journal of Distance Learning Administration, 6(1), 1–24.
Wulandari, L. H. (2004). Efektivitas Modifikasi Perilaku-Kognitif Untuk Mengurangi Kecemasan Komunikasi Antar Pribadi.
Arikunto, S. (2013). Prosedur penelitian suatu pendekatan praktik.
Brown, D. P. (2004). The formation of the thought of a young English conservative: WH Mallock and the contest for cultural and socio-economic authority, 1849–1884. University of Missouri-Columbia.
Carey, J. W. (2007). A cultural approach to communication. Theorizing Communication. Readings across Traditions, Thousand Oaks: Sage Publications, 37–50.
Chak, A. (2007). Teachers’ and parents’ conceptions of children’s curiosity and exploration. International Journal of Early Years Education, 15(2), 141–159.
Chun, A. H. W. (2004). The agile teaching/learning methodology and its e-learning platform. International Conference on Web-Based Learning, 11–18.
Church, K. (2005). Effective oral communication in the foreign language classroom. University of Colorado at Boulder.
Clausen, J. M. (2007). Beginning teachers’ technology use: First-year teacher development and the institutional context’s affect on new teachers’ instructional technology use with students. Journal of Research on Technology in Education, 39(3), 245–261.
Covarrubias, P. (2007). (Un) biased in western theory: Generative silence in American Indian communication. Communication Monographs, 74(2), 265–271.
De Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101–124.
de Mesa, A. P., & de Guzman, A. B. (2006). Portrait of Filipino teachers’ classroom practices: traditional or constructivist? Educational Research for Policy and Practice, 5(3), 235–253.
Duffy, F. D., Gordon, G. H., Whelan, G., Cole-Kelly, K., & Frankel, R. (2004). Assessing competence in communication and interpersonal skills: the Kalamazoo II report. Academic Medicine, 79(6), 495–507.
Ercikan, K., & Roth, W.-M. (2006). What good is polarizing research into qualitative and quantitative? Educational Researcher, 35(5), 14–23.
Esbjörn-Hargens, S., & Foucaultii, M. (2007). Integral teacher, integral students, integral classroom: Applying integral theory to education. AQAL: Journal of Integral Theory and Practice, 2(2), 72–103.
Furqon, C. (2003). Hakikat komunikasi organisasi. Hakikat Komunikasi Organisasi, 2(15), 1–9.
Gardner, C. T., Milne, M. J., Stringer, C. P., & Whiting, R. H. (2005). Oral and written communication apprehension in accounting students: Curriculum impacts and impacts on academic performance. Accounting Education, 14(3), 313–336.
Graham, P. (2007). Improving teacher effectiveness through structured collaboration: A case study of a professional learning community. RMLE Online, 31(1), 1–17.
Grönroos, C. (2004). The relationship marketing process: communication, interaction, dialogue, value. Journal of Business & Industrial Marketing.
Günther, S. (2006). Be masters in that you teach and continue to learn: Medieval Muslim thinkers on educational theory. Comparative Education Review, 50(3), 367–388.
Holden, A., & Billings, A. (2007). Interfaith interventions and cohesive communities. Lancaster, CA: University press.
Hoskins, C. N., & Mariano, C. (2004). Research in nursing and health: Understanding and using quantitative and qualitative methods (Vol. 23). Springer publishing company.
Hunt, P., Soto, G., Maier, J., & Doering, K. (2003). Collaborative teaming to support students at risk and students with severe disabilities in general education classrooms. Exceptional Children, 69(3), 315–332.
Kim, S. (2006). Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes, 25(4), 479–489.
Landa, M. S. H. (2007). Crossing the divide: A phenomenological study of early childhood literacy teachers who choose to work with children in high-poverty schools. University of Maryland, College Park.
Mason, R. (2005). Globalising education: Trends and applications. Routledge.
Mast, M. S. (2007). On the importance of nonverbal communication in the physician–patient interaction. Patient Education and Counseling, 67(3), 315–318.
Morais, A. M., Neves, I. P., & Afonso, M. (2005). Teacher training processes and teachers’ competence—a sociological study in the primary school. Teaching and Teacher Education, 21(4), 415–437.
Palmer, S. B., & Wehmeyer, M. L. (2003). Promoting self-determination in early elementary school: Teaching self-regulated problem-solving and goal-setting skills. Remedial and Special Education, 24(2), 115–126.
Polk, J. A. (2006). Traits of effective teachers. Arts Education Policy Review, 107(4), 23–29.
Renshaw, P. D. (2004). Dialogic learning teaching and instruction. In Dialogic learning (pp. 1–15). Springer.
Rogoff, B. (2003). The cultural nature of human development. Oxford university press.
Schreiner, C., Henriksen, E. K., & Kirkeby Hansen, P. J. (2005). Climate education: Empowering today’s youth to meet tomorrow’s challenges.
Shavelson, R. J., Phillips, D. C., Towne, L., & Feuer, M. J. (2003). On the science of education design studies. Educational Researcher, 32(1), 25–28.
Smith, H. A. (2004). Attitudes of teacher educators in Aotearoa New Zealand towards bilingualism and language diversity.
Stahl, S. A. (2005). Four problems with teaching word meanings. Teaching and Learning Vocabulary: Bringing Research to Practice, 95.
Stahl, S. A., & Nagy, W. E. (2007). Teaching word meanings. Routledge.
Sutherland, K. S., & Oswald, D. P. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: Transactional processes. Journal of Child and Family Studies, 14(1), 1.
Teixeira‐Dias, J. J. C., Pedrosa de Jesus, H., Neri de Souza, F., & Watts, M. (2005). Teaching for quality learning in chemistry. International Journal of Science Education, 27(9), 1123–1137.
Thomas, R. M. (2003). Blending qualitative and quantitative research methods in theses and dissertations. Corwin Press.
Trumbull, M., & Watson, K. (2005). Qualitative research methods. Integrating Quantitative and Qualitative Methods in Research, 101–126.
Weisse, W. (2003). Difference without discrimination: religious education as a field of learning for social understanding? In International perspectives on citizenship, education and religious diversity (pp. 170–184). Routledge.
Wen, W.-P., & Clément, R. (2003). A Chinese conceptualisation of willingness to communicate in ESL. Language Culture and Curriculum, 16(1), 18–38.
Westwood, P. S. (2004). Learning and learning difficulties: A handbook for teachers. Aust Council for Ed Research.
Wood, A. F., & Smith, M. J. (2004). Online communication: Linking technology, identity, & culture. Routledge.
Woods, R., & Ebersole, S. (2003). Becoming a “communal architect” in the online classroom—Integrating cognitive and affective learning for maximum effect in web-based learning. Online Journal of Distance Learning Administration, 6(1), 1–24.
Wulandari, L. H. (2004). Efektivitas Modifikasi Perilaku-Kognitif Untuk Mengurangi Kecemasan Komunikasi Antar Pribadi.
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