| Abstrakt: |
This article explores the effects of teacher nodding on mimicry, engagement, and wellbeing in the English as a Foreign Language (EFL) classroom. The study examines the correlation between teacher and student nodding behaviors and their impact on teacher wellbeing. The research uses both quantitative and qualitative methodologies to gather data and analyze the results. While immediate mimicry during teaching sessions was observed, it was not statistically significant. However, qualitative data indicated that teacher nodding positively influenced student comprehension, interest, and confidence, as well as the teacher's own professional wellbeing. The text discusses the concepts of backchanneling, interpersonal coordination, teacher wellbeing, emotional regulation, and heartrate variability in the context of a Japanese university EFL classroom. It highlights the importance of non-verbal cues, such as nodding and mimicry, in facilitating communication and building positive relationships between teachers and students. [Extracted from the article] |
