ESL Learners’ Perceptions on the Role of Body Language in Enhancing Communication

This study investigates English as a Second Language (ESL) learners’ perceptions of the role of body language in enhancing communication. Guided by Communication Accommodation Theory, the research explores how nonverbal adjustments support understanding and social connection in classroom interactions. The problem addressed is the lack of empirical evidence on how gender and personality influence these perceptions in Malaysian tertiary education. A quantitative research design was employed, involving 150 ESL students selected through random sampling. Data were collected through a structured questionnaire administered via Google Forms and analysed using SPSS with descriptive statistics and independent samples t-tests. The results indicate that learners generally perceive body language as an essential complement to spoken communication, while gender and personality differences were found to be statistically insignificant. These findings suggest that nonverbal strategies hold broad relevance for diverse learner groups, independent of subgroup characteristics. The study concludes that body language functions as a readily accessible and impactful tool for enhancing comprehension and engagement in ESL contexts. The implications underscore the importance of integrating nonverbal communication training into teacher development programmes. Future research is recommended to employ mixed methods and longitudinal approaches to capture real time classroom dynamics and to further investigate personality-based interaction patterns.

body language, Communication Accommodation Theory

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