"CAN YOU HEAR MY ENERGY?": THE ROLE OF TEACHER PROSODY AND DIGITAL AFFECTIVE PRESENCE IN ONLINE EFL CLASSROOMS

Abstract

While previous studies have established that teacher enthusiasm and physical non-verbal cues increase Student Talking Time (STT) and oral fluency in physical classrooms, the transition to online and hybrid learning environments introduces a distinct pedagogical challenge: the loss of physical proxemics and movement. This action research study investigates how teacher prosody (vocal pitch, pacing, and strategic pauses) and digital affective presence function as compensatory mechanisms in synchronous online English as a Foreign Language (EFL) lessons. Over a four-week intervention with secondary pre-intermediate learners, lessons were systematically varied between high-energy digital delivery and neutral delivery. Data collection combined digital STT measurements, engagement metrics (chat frequency, unmuting rates), and student perception questionnaires. Findings indicate that exaggerated prosodic modulation and warm virtual presence successfully substitute for physical movement, maintaining high engagement, reducing screen fatigue, and driving active language production. The paper concludes that mastering digital prosody is an essential core competency for modern online language teaching.