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

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