Verbal Engagement in ELT Classrooms: Classroom Climate and Speaking Behaviour in Papuan EFL Preservice Teachers

Abstract

This study investigated the verbal communication behaviours of English Education students at the University of Papua (UNIPA) during the 2024/2025 academic year. Effective communication skills are critical for graduates, particularly in conveying scientific knowledge to broader audiences. However, observations at UNIPA revealed a prevalent pattern of passive communication among students, with only a small fraction actively participating in classroom discussions. Two main issues were addressed in this study: the trends and patterns in the verbal communication behaviours among students and the factors that significantly influence these behaviours. Using a survey approach, data were collected from 35 students (42.86% male, 57.14% female) through structured questionnaires, employing stratified random sampling combined proportional allocation and equal allocation to ensure representativeness. Key variables, such as self-concept, lecturer credibility, and classroom communication dynamics, were studied in relation to their influence on students’ verbal interactions. Furthermore, this study employed descriptive statistical tests in order to identify relations and trends among these variables.  The results showed that the students had an average active engagement rate of 45.71% in asking questions and 48.57% in responding to them. Moreover, highly correlated were students’ impressions of lecturers’ trustworthiness and classroom communication environment with passive communication practices. More student engagement was linked, specifically, to more favourable classroom environments and greater opinions of lecturer trustworthiness. The study concluded that student involvement may be much raised by encouraging a more dynamic and inclusive classroom atmosphere as well as by strengthening lecturer-student relationship. These results provide practical implications for teachers, especially at UNIPA, by highlighting the importance of adopting strategies that support active learning. This include creating an encouraging classroom environment and improving teaching effectiveness. Therefore, teacher can better equip students with the skills and confidence needed to succeed in both their professional careers and social responsibilities.