Teachers' Experiences of Non-verbal Communication in English Language Teaching

Abstract

This thesis, entitled “Teachers' Experiences of Non-verbal Communication in English Language Teaching,” examined the experiences of secondary-level English teachers and its impact on and role in the ELT classroom regarding the use of non-verbal communication in community schools of Dang district. This study used a qualitative approach and a narrative inquiry as a research design. Three teachers from three community schools of Dang district were purposively selected. The teachers were selected by applying non-random sampling. The data were collected through semistructured interviews and the interviews were analyzed and interpreted thematically. The findings revealed that the teachers consider nonverbal communication an essential component of teaching, primarily developed through classroom experience rather than formal training. Gestures, facial expressions, eye contacts, postures, and movements were employed to support comprehension, classroom management, student engagement, and motivation, while also addressing emotional and cultural dimensions such as reducing anxiety and supporting shy learners. The study findings imply that improving the effectiveness of non-verbal communication in ELT classrooms requires the coordinated efforts of policymakers, institutions, teachers, and researchers. It suggests that policymakers and educational institutions should incorporate structured training, resources, and supportive environments to promote the systematic use of non-verbal strategies. Furthermore, teachers need to consciously integrate and reflect on the use of gestures, facial expressions, posture, and eye contact in a culturally responsive manner, while ongoing research remains essential to examine learner perspectives, contextual variations, and long-term pedagogical impacts.