The Impact of Gestures and Facial Expressions in Language Acquisition
DOI:
https://doi.org/10.69760/aghel.025002110Keywords:
Non-verbal communication, Facial expressions in education, Gestures in language learning, Embodied cognition in teaching, Second language acquisition (SLA)Abstract
Non-verbal communication, particularly gestures and facial expressions, plays a crucial role in second language acquisition by enhancing comprehension, retention, and engagement. This study investigates the impact of teachers’ gestures and facial expressions in an EFL classroom setting, focusing on their influence on vocabulary learning and student interaction. Through an experimental design involving 60 adult learners, we analyzed the effects of high vs. low gesture use and expressive vs. neutral facial expressions on immediate vocabulary recall and long-term retention. The results indicate that gestures significantly improved learning outcomes, with students in the high-gesture condition scoring notably higher on post-tests. While facial expressions alone had a smaller effect on test performance, they positively influenced learner engagement and classroom atmosphere. The study highlights the synergistic effect of combining gestures with expressive facial cues, reinforcing theories of embodied cognition and communicative competence in language learning. These findings suggest that intentional integration of gestures and facial expressions in teaching methodologies can enhance comprehensible input and student motivation, leading to more effective language acquisition. The study contributes to the growing body of research on multimodal learning, emphasizing the importance of non-verbal communication in second language pedagogy.
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