The Effects of Instructor Use of Positive and Negative Slang on Student Motivation, Affective Learning, and Classroom Climate

Abstract

This study examined the impact of teachers' use of positive and negative slang on students' motivation, affective learning, and classroom climate. Results revealed that, in most cases, teachers' use of positive slang is a more effective style of communication than speech that is free of informal language. Results also indicated that negative slang is inversely related to important student outcomes. Pedagogical implications and areas for future research are discussed.

Keywords:

• Affective Learning
• Classroom Climate
• Slang
• Student Motivation

Notes

Note. Means with a common subscript are significantly different at the .05 level.

Note. Means with a common subscript are significantly different at the .05 level.

Note. Means with a common subscript are significantly different at the .05 level.

The slang terms in the narratives were generated from a focus group comprised of university students. The focus group served as a pilot study for this project. Specifically, participants viewed a video of a teacher using positive slang and discussed their subsequent reactions. Participants then generated a list of common positive slang terms.

Because we collected data on student sex, we conducted a post hoc MANOVA to explore whether sex affects students' reactions to the slang manipulations. The MANOVA revealed no significant interaction between the slang conditions and student sex, Wilks λ = .98, F(6, 330) = 1.48, p = .19, η² = .03.

This article is taken from the first author's master's thesis, which was co-directed by the second author.

Additional information

Notes on contributors

Joseph P. Mazer

Joseph P. Mazer (MS, Illinois State University, 2006) is a doctoral student in the School of Communication Studies, Ohio University.

Stephen K. Hunt

Stephen K. Hunt (PhD, Southern Illinois University, 1998) is an associate professor, Carnegie Foundation Political Engagement Scholar, and associate director of the School of Communication, Illinois State University.