Authors : Analyn V. Napitan

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/3s5e2538

Scribd : https://tinyurl.com/2wz5b3ma

DOI : https://doi.org/10.38124/ijisrt/25jul1201

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Abstract : This phenomenological study examined how Filipino language teachers use non-verbal communication (NVC) in the classroom, as well as the difficulties they face when doing so. To gather meaningful insights, nine teachers from the Compostela West District were carefully chosen and interviewed. Thematic analysis of their responses revealed that facial expressions and hand gestures were the most commonly used non-verbal strategies. These methods helped boost student engagement, made lessons easier to understand, and supported classroom management. Despite these benefits, teachers also faced several barriers in using NVC effectively. A lack of formal training and the risk of students misinterpreting gestures were among the main concerns. To help address these issues, the study recommends establishing thorough training programs for teachers that focus on non-verbal strategies, along with creating culturally sensitive guidelines suited to the Philippine educational setting. The findings emphasize the need for strong institutional support to fully integrate NVC into teaching methods. By moving from informal use to more intentional, research-informed practice, teachers can make their instruction more inclusive and engaging. This study highlights the importance of non-verbal communication in language education and calls for improvements in teacher preparation and policy to better support its use in Filipino classrooms.

Keywords : Non-Verbal Communication, Enhance Learning, Filipino Language, Teachers.

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