THE USE OF POSITIVE EMOTIVE LANGUAGE BY ENGLISH EDUCATORS: IMPACT ON STUDENT ENGAGEMENT AND LEARNING EXPERIENCE

Abstract

There’s growing awareness that the way educators speak, their tone, word choices, and overall language, can shape how students respond in class. This study explores how English lecturers at a public university in Johor use Positive Emotive Language (PEL), and how that connects to student motivation and participation. Using a mixed-methods approach, the research combined survey data from 20 English educators with follow-up interviews to dive deeper into their experiences. The survey asked how often they used positive or inclusive expressions, and which types they preferred. The interviews added color to the numbers where educators shared real-life examples, like giving a kind remark after a student’s mistake or using gentle prompts to keep discussions going. The quantitative data, analyzed using Pearson correlation, revealed a clear link between the frequent use of affirming language and higher levels of student engagement. The interviews revealed the role of sincerity as many educators said it was not just what they said, but how and when they said it that mattered most. Some also shared the challenge of finding the right tone in culturally diverse classrooms, where interpretations of “supportive” language can vary. In the end, this study shows that thoughtful, well-timed, and genuine communication does not just help students feel seen and heard; it can directly influence how willing they are to participate and take academic risks.