Humanizing Pedagogy: Minimizing Negative Teacher Talking Time on the Teaching of English Language as a Foreign Language

Ayman Hamad Elneil Hamdan ,Elsadig Ali Elsadig Elandeef

doi:10.7176/jlll/77-06

Abstract

The study aims at studying minimizing negative teacher talking time as a tool of humanizing teaching English language as foreign language in Saudi Arabia context. The study accentuates the variety conceptual perspective of teaching talking time and its main causes. The study is based on quasi-experiment method and 50 students were divided into two groups; one group taught through minimizing teacher talking time and maximizing student teacher talking time interactively, whereas, the other group is taught deductively. The study found out that minimizing teacher talking time and maximizing student’s time talking time enhance humanization sense of learning English language among Saudi learners and it promotes interactive motivational sense among the learners. The experimental group students’ outcomes revealed positive gains through maximizing student talking time and positive interactive English practice in English classroom. This study is one of the forerunner studies which play a salient role in shed lighting on the importance of humanizing teaching English in Saudi Arabia context through minimizing teacher talking time. The study recommends that teaching English language should be based on learner centeredness relying on minimizing negative teacher talking time and maximizing student talking time through using pedagogic techniques and strategies. Keywords: Teacher talking time, negative teacher talking time, positive teacher talking time efficiency, humanization . DOI: 10.7176/JLLL/77-07 Publication date: March 31 st 2021

Highlights

Introduction TeachingEnglish language as a foreign language requires various pedagogical aspects entailing teacher talking time and humanization
This study aims to bridge the gap through investigating how minimizing negative teacher talking humanizes learning English language as a foreign language in Saudi Arabia context
This result indicates that the problem is very clear for the teachers, researchers and syllabus designers but it appears that the implementation of minimization of Teacher Talking Time (TTT) and humanizing English class require special pedagogical training entailing the techniques and strategies of minimizing negative teacher talking time in English class

Summary

Introduction

English language as a foreign language requires various pedagogical aspects entailing teacher talking time and humanization. English teachers need to talk in the classroom in various forms such as contextual personated presentation, questioning, concept checking, instruction checking, initiation of natural conversation with students, warmer or ice breaking and managerial interactive purposes (Hedge, 2000). Negative talking time such as unnecessary talk functions as counterproductive aspect in learning a foreign language The humanistic theory in education stresses that human beings are inherently good, and that basic needs are vital to human behaviors. It engages social skills, feelings, intellect, artistic skills, practical skills, and more as part of their education

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Conclusion