The Role of Verbal Encouraging Phrases (VEP) on Skill-Based English Language Learning at the Graduate Level

Abstract

The purpose of this research was based on the role of verbal encouraging phrases (VEP) on skill-based English language learning at the graduate level. It aimed to explore graduate students' perceptions of the use of VEP, explore gender differences in these perceptions, and explore the correlation between VEP and the development of students' English language skills. The survey research design used was a quantitative descriptive-correlational. The subjects of the study were graduate students participating in PhD and Master's programs in the field of English language related studies in public and private universities. A proportional random sampling method was used to select 350 graduate students for this study. The data were gathered from a structured 5-point Likert scale questionnaire which contained items related to the dimensions of VEP and skill-based English language learning such as speaking and writing skills. Descriptive statistics, independent-samples t-test and the Pearson product-moment correlation were used to analyze the data. The results suggested that graduate students' attitudes toward the teachers' VEP were positive and they felt it stimulated their involvement in English language learning skills. The results indicated that there were no significant gender differences in students' perceptions of VEP; and that there was a positive significant correlation between teachers' use of VEP and students' English language skill development. The results of the regression analysis showed that the English language learning skill of students could be predicted significantly by VEP. Based on the study, VEP was found to be an effective pedagogical approach to the graduate students' English language skill enhancement. The findings recommend that English language teachers intentionally integrate VEP into classroom interactions and that teacher education programs incorporate positive communication strategies as an essential component of effective language instruction.