The Impact of Teachers’ Use of Motivating Language on Students’ Performance: An Empirical Evidence from Post-Secondary School’s Classrooms

Students’ performance is one of the important factors that determines the sustainable development and overall success of any educational organization. The teacher’s use of motivating language is generally believed to improve their student performance, still the available literature has insufficiently empirical evidence to confirm this claim. The present study focuses on exploring the extent to which classroom teachers’ use of motivating language, in terms of direction-giving language, empathetic language, and meaning-making language impacts the academic performance of their students. The study was conducted at the Academic Bridge Program, a post-secondary school that prepares high school graduates holistically with a strong emphasis on academic foundation while nurturing essential soft skills, co-curricular, and extracurricular engagement to enter international universities with a specific focus on Qatar Foundation partner universities. The data were collected electronically through Google forms from 122 students at the Academic Bridge Program (ABP). The questionnaire included several questions that were analyzed using Structural Equation Modeling (SEM). The results of the study strengthen the claim that students’ performance can be enhanced through verbalizing the instructions in the classrooms to further integrate learning and utilize the knowledge derived from the experiences of the employees towards the attainment of the school’s vision.