2025/07/16 by Mohammad H. Al-khresheh · 1 voice
Arts and Humanities · Psychology · #EFL/ESL Teaching and Learning #Hearing Impairment and Communication #Language, Metaphor, and Cognition
paper · pdf · doi:10.29140/ajal.v8n5.102643
openalex publication_date 2025/07/16 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/01
Nonverbal communication, particularly teacher gestures, is important in improving comprehension, engagement, and participation in English as a Foreign Language (EFL) classrooms. This observational study investigated the impact of teacher gestures on student comprehension and engagement in Saudi EFL classrooms. The study employed a purposive sample of 12 university EFL teachers and their students. Classroom interactions were systematically observed, and the frequency and effectiveness of various gesture types (deictic, iconic, metaphoric, and beat) were recorded across different instructional contexts (introduction, explanation, practice, and review). Student responses, including comprehension, engagement, and participation, were also documented. Descriptive and inferential statistics revealed that deictic and iconic gestures were most frequently used, while metaphoric gestures were least common. Gestures were employed more often during explanation and practice phases compared to introduction and review. Correlation analysis showed strong positive relationships between deictic and beat gestures, and moderate correlations between iconic and metaphoric gestures. Deictic gestures exhibited the strongest association with comprehension, iconic gestures with engagement, and metaphoric gestures with comprehension and participation. The frequency of gestures positively correlated with student comprehension and engagement. The findings suggest that incorporating gestures, particularly deictic and iconic types, during explanation and practice can enhance student learning outcomes. This study confirms the importance of nonverbal communication in EFL classrooms and provides insights for optimizing teaching strategies.