Effect of Teacher’s Vocal Tone and Pitch on Student Engagement and Comprehension: A Phonetic Analysis

Abstract

This study investigates the effect of teachers’ vocal tone and pitch on student engagement and comprehension, employing a mixed-methods approach grounded in phonetic analysis. Drawing from a purposive sample of 24 secondary school teachers and 240 students from grades 9 and 10 in Lahore, Pakistan, the research sought to (1) analyze the relationship between variations in a teacher’s vocal tone and pitch and student engagement during classroom instruction, and (2) evaluate how specific phonetic features of teacher speech influence students’ comprehension of academic content. Quantitative data were collected through structured classroom observations, post-lesson comprehension tests, and acoustic voice analysis using Praat software to measure mean pitch and pitch range. Qualitative data were gathered through semi-structured interviews and student focus group discussions, analyzed using thematic analysis. The quantitative results indicated a statistically significant positive correlation between teacher pitch range and both student engagement (r = 0.63, p < 0.01) and comprehension scores (r = 0.53, p < 0.01). Regression analysis further revealed that pitch range was a strong predictor of comprehension outcomes (β = 0.42, p = 0.005), accounting for 44% of the variance. Qualitative findings supported these results, revealing that students perceive varied vocal tone as engaging, emotionally expressive, and helpful for identifying key information. Monotone delivery, on the other hand, was associated with reduced attentiveness and comprehension. The study’s findings are interpreted through the lens of social cognitive theory and dual coding theory, emphasizing the role of vocal modulation as a cognitive and affective signal in instructional communication. This research contributes to the limited empirical literature linking phonetic features of teacher speech to measurable student outcomes and underscores the importance of incorporating vocal training in teacher education. It is recommended that teacher preparation programs include voice modulation techniques to enhance pedagogical effectiveness and student learning outcomes.

Keywords: teacher vocal tone, pitch, student engagement, comprehension, phonetic analysis, instructional communication, classroom pedagogy