Abstract
This study examined Grade 10 students’ preferences regarding the paralinguistic features of English language teachers, specifically pitch variation, voice volume, speaking rate, rhythm, and inflection for emphasis. Anchored in the premise that effective classroom communication extends beyond verbal content, the study employed a descriptive–analytical quantitative research design. Fifty (50) Grade 10 students from Caybiga High School were purposively selected as respondents due to their regular exposure to English language instruction. Data were collected using a researcher-developed and expert-validated questionnaire and analyzed using frequency counts, percentages, weighted means, standard deviations, and nonparametric inferential statistics. Findings revealed that students demonstrated very high preferences across all paralinguistic dimensions, particularly dynamic pitch, expressive inflection, appropriate voice volume, moderate pacing, and consistent rhythm. These vocal features were perceived as significantly enhancing student engagement, comprehension, focus, and the overall classroom experience. Moreover, statistical analysis revealed no significant differences in students’ preferences when grouped by age or gender, suggesting a consistent valuation of effective vocal projection across demographic groups. Based on the results, a structured Paralinguistics Program was proposed to support teachers’ professional development through targeted training, practice activities, and feedback mechanisms. The study underscores the pedagogical importance of intentional paralinguistic strategies in English language teaching and highlights their role in fostering inclusive, engaging, and student-centered learning environments.
