ISSN: 2222-6990
Open access
Verbal communication and non-verbal communication (NVC) are the two main categories of human communication. It is necessary for these two forms of communication to interact. However, NVC in lughatul fasli (LF) as a straightforward method of communication between professors and students in the class is less frequently explored. Thus, the purpose of this study was to determine the extent of NVC usage among Arabic language instructors as a whole and the primary channels for LF communication. Therefore, this study was conducted with the aim of identifying the level of NVC practises among Arabic language teachers as a whole and the main channels used in LF communication. This study was a quantitative study that used a cross-sectional survey research design. A questionnaire instrument was used to collect data involving 416 out of 3433 fifth-year students in a primary school in Rembau district, Negeri Sembilan, Malaysia. The sample was selected using a stratified random sampling technique. The data obtained were analysed using descriptive statistics. The findings of the study show that the level of teachers’ NVC practise in LF is high (mean = 4.02, SD = 0.47), which means that teachers often use NVC in LF. There are six key channels that teachers in LF use, according to the findings: 1) physical appearance, 2) facial expression, 3) kinesics, 4) chronemics, 5) paralinguistics, and 6) oculesics. In relation to that, the practise of NVC in LF needs to be improved and given attention to ensure that communication between teachers and students is more effective and efficient. This is important to form students’ positive attitudes towards Arabic as a foreign language, which will generate their interest and motivation towards learning Arabic.
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In-Text Citation: (Baharudin & Abdullah, 2023)
To Cite this Article: Baharudin, H., & Abdullah, N. H. (2023). The Arabic Teachers’ Level of Nonverbal Communication Practise in “Lughatul Fasli.” International Journal of Academic Research in Business and Social Sciences, 13(7), 333 – 344.
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