Authors : Gaki

Volume/Issue : Volume 11 - 2026, Issue 9 - September

Google Scholar : https://tinyurl.com/a3dv2j3x

DOI : https://doi.org/10.38124/ijisrt/26sep018

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Language is one of the most powerful instruments in the classroom, shaping not only the academic trajectory of students but also their emotional and psychological well being. Recognizing this profound influence, the present study investigated the impact of teachers’ language use on students’ emotions of five schools under Thimphu Thromdey. The research aimed to understand how teacher communication influences students’ confidence, participation, and emotional well being. Guided by a pragmatic paradigm, the research adopted a convergent mixed-methods design, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of the phenomenon. Data were collected through surveys and interviews. Quantitative data were analyzed using SPSS version 23, while qualitative data were examined through thematic analysis following Braun and Clarke’s (2018) framework. Findings indicated that positive teacher language, including praise, encouragement, and humor, significantly enhanced students’ emotional comfort and motivation. Conversely, negative or careless language occasionally resulted in emotional discomfort and reduced participation. The study concludes that teacher communication plays a critical role in establishing emotionally supportive learning environments. Importantly, students expressed a strong preference for polite and respectful language, underscoring its role in creating a supportive learning environment. Based on these insights, the study recommends that teachers cultivate greater awareness of the importance of positive communication in classroom interactions. Failure to do so risks producing learners who are emotionally fragile, psychologically distressed, or cognitively disadvantaged. By embedding positive language practices into pedagogy, schools can ensure that classrooms become spaces of both intellectual achievement and emotional flourishing.

Keywords : Teacher Language, Student Emotions, Classroom Communication, Emotional Well Being, Teacher-Student Interaction, Positive Communication, Language.

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