Exploring classroom interpersonal communication skills of English second language teachers in Nigeria

Abstract

The teacher-student relationship is an aspect of classroom interaction that could be developed through interpersonal communication among classroom participants. Fostering such a relationship is the function of a positive and collaborative environment marked with mutual respect, understanding, and friendliness that motivates students’ learning. This paper examined the influence of the interpersonal aspect of teacher-talk on teacherstudent relationships and student verbal participation in classroom interactions in Ekiti State in Nigeria. The study employed a mixedmethods approach, involving both quantitative and qualitative analyses of eight recorded lessons. The findings revealed that all the categories of teacher-talk identified in the study could be used to facilitate effective classroom interpersonal relationships among teacher and learner participants. The interpersonal aspect of teacher-talk only allowed for limited interpersonal relationships between them and the students because the interaction was teacher-biased. It is recommended that teachers be encouraged and trained to understand their roles in addition to imparting academic knowledge, as facilitators in a stress-free learning environment where students can feel a sense of belonging and develop good interpersonal skills, as well as achieve academic success. Fostering a sense of shared relationships in classroom interactions requires considering students’ personalities, individual variability, freedom of expression, and personal development.