Peace-Oriented Language Practices in English Language Teaching: Classroom Interaction, Management, and Learner Motivation

Abstract

This study utilized a qualitative research approach, specifically discourse analysis, in order to explore how peace-oriented language practices are manifested in English Language Teaching (ELT). The emphasis was on their use in classroom interaction, management and learner motivation. The research participants were five English teachers and eighteen learners from the Secondary Department selected purposively. Two self-constructed interview guides were used. The first guide explored how the use of peace-oriented language by teachers helped to establish effective interactions with students, improve classroom management and encourage students to participate in activities. The second guide was to explore the manifestation of teachers’ peace-oriented language practices and their contribution to learners’ interaction, motivation and behavior.
The data were analyzed thematically and discursively. Responses were transcribed verbatim and coded and examined for recurring themes and patterns related to language practices for peace. The results demonstrated that positive classroom interactions, effective management and increased learner motivation are significantly enhanced by respectful communication, inclusivity, encouragement and non-violent classroom practices. Teachers modeled peace-minded practice by serving as role models of respectful behavior, setting clear classroom rules, and encouraging cooperation and understanding among students.
Students believed that such practices boosted their confidence, self-esteem, participation and willingness to communicate in English without any fear of being judged. Also the findings highlighted that harmonious and constructive classroom interactions promote empathy, respect for diversity and meaningful relationships between learners. The study concludes that peace-oriented language practices contribute to the establishment of a safe, supportive and learner-centered environment, thus increasing engagement and communication in ELT classrooms.