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ESL Learners’ Perceptions on the Role of Body Language in

Enhancing Communication

Hani Erdina Batrisyia Md Rosehadi

, Ilham Alia Mat Isa

, Noor Shariena Zaraini

, Nor Eleyana

Abdullah

, Mafarhanatul Akmal Ahmad Kamal

, Mohd Fadhli Shah Khaidzir

1,2,3,4,5

Academy of Language Studies, Universiti Teknologi MARA, 40450 Shah Alam, Selangor Darul

Ehsan

Pusat Pengajian Citra University, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor Darul

Ehsan

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID0078

Received: 23 September 2025; Accepted: 30 September 2025; Published: 01 November 2025

ABSTRACT

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.

Keywords: (body language, Communication Accommodation Theory, ESL learners)

INTRODUCTION

English as a Second Language (ESL) learners frequently draw on body language to support their understanding

of spoken communication. This reliance is practical, as nonverbal cues, such as gestures, prosody, and visible

mouth movements can ease cognitive processing, allowing listeners to align auditory input with visual

information and thereby enhance real time comprehension (Zhang et al., 2021). Although such signals are

valuable, their interpretation is not universal. Nonverbal behaviours including eye contact, touch, and personal

space are shaped by cultural norms, and their meanings may differ significantly across learner groups

(Mednick, 2022). Consequently, while learners tend to highly value body language as a scaffold for

comprehension, it is essential that these cues are used thoughtfully to ensure inclusive and comfortable

participation in the classroom.

Considering the diversity of classroom settings, it is crucial to investigate whether perceptions of body

language differ based on individual characteristics, such as gender or personality. Experimental research

suggests that women may be better at processing paralinguistic cues related to emotion perception, particularly

when multiple channels of communication are involved (Lin et al., 2021). However, teachers frequently

observe that both introverted and extroverted learners benefit from clear gestures and open posture during

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explanations. This suggests that while subtle differences may exist, the primary benefit of nonverbal support

for all students is its ability to align with their individual comfort and interaction styles.

Despite the clear benefits of body language in ESL contexts, there is a significant lack of research examining

learners' perceptions through the specific lenses of gender and personality in Malaysia. Much of the existing

local literature on communication challenges focuses on broader issues and does not explore how nonverbal

cues are perceived across different subgroups. This is a notable gap, especially since Malaysian university

students exhibit distinctive communication styles that could influence how body language is interpreted (Azmi

et al., 2023). In the absence of context specific evidence that takes gender and personality into account,

pedagogical approaches risk assuming uniform learner responses and may consequently overlook the needs of

particular groups.

A further challenge lies in understanding how body language directly supports real time comprehension during

lectures, tutorials, and assessments. Although multimodal research has shown that nonverbal cues are

beneficial, research evidence has not yet resulted in demonstrable advancement for Malaysian undergraduates

(Mednick, 2022; Zhang et al., 2021). Both studies make it clear the fundamental importance of developing

local data which empirically ties nonverbal behaviours to measurable educational outcomes and is therefore

necessary to ensure teachers' pedagogic practices are based on evidence not conjecture.

To summarise, studies in Malaysian contexts on gender and personality, and how they may affect ESL learners’

perception of body language, are scarce. Furthermore, little is known about how nonverbal cues facilitate

comprehension at the tertiary level, as research designs to examine the subjective nature of perceptions are

commonly methodologically complex. This opens a distinct gap for study. The general purpose is to

understand how ESL learners perceive the role of body language to facilitate communication, and if the

perceptions differ by gender and personality. Ultimately, the study aims to provide empirical evidence that can

guide more efficient and empirically based teaching practices in ESL classrooms.

LITERATURE REVIEW

Communication Accommodation Theory Communication Accommodation Theory (CAT) was first

proposed in the 1970s, and it serves as a helpful way to understand how speakers adapt communication to

achieve connection and shared meaning. The theory suggests speakers change verbal and nonverbal behaviours

(e.g., accent, speech rate, gestures, body language) to adjust for social identity and interactional meaning. CAT

discerned two specific strategies that are most applicable to the current research: convergence, in which

speakers modify their communication style to become more like their interlocutors, and divergence, where

differences are highlighted to increase social distance (Giles, 1973). These shifts can be conscious or

unconscious and are often perceived by listeners to be either sympathetic, neutral, or even condescending. For

classroom interactions, these behaviours are especially important. In employing nonverbal accommodation,

instructors can provide clarity and also strengthen social relations. These strategies and behaviours are

especially important for body language or modality as a basic scaffold available to ESL (English as a second

language) learners.

The principles of Communication Accommodation Theory (CAT) are supported by multimodal evidence

showing that visible signals facilitate understanding. Neurophysiological studies that employ EEG, for

example, have shown that prosody, gestures, and mouth movements can significantly lighten listeners’

cognitive load allowing them to process information more effectively (Zhang et al., 2021). This can be

especially salient for second language learners who may have limited linguistic proficiency yet benefit from

extralinguistic cues (Zhang et al., 2023). Additionally, emotion perception studies provide evidence that

sensitivity to paralinguistic information may vary by gender (Lin et al., 2021). Therefore, CAT serves as a

valuable theoretical lens through which to study how gender and personality influence accommodations in

perceptions of communicative behaviour.

To summarise, Communication Accommodation Theory (CAT) offers an extensive perspective on how body

language functions as an adaptive resource in the interactional context of a classroom. By conceptualising

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nonverbal signs as strategic resources to enable clarity and mediation of identity, CAT provides an explanation

of the utility of gesture and expression as a resource for second language learners. The theory is the basis of the

current study which aims to seek an empirical understanding of how Malaysian university students perceive

nonverbal accommodation, with a particular focus on the influence of gender and personality.

ESL learners’ perceptions of the role of body language in enhancing communication

A growing number of studies reveal that ESL students' perceptions of body language are related to positive

classroom dispositions, such as increased participation and improved understanding of content. One example

from a large study on higher education students indicated that nonverbal communication, especially facial

expressions and gestures, was important to students' assessment of teaching quality. The study also revealed

that factors such as age and gender play a role in students' perceptions (Keelson et al., 2024). Similarly, a

qualitative account from the same research study, based on videos and interviews, illustrated that even minor

physical actions, such as a teacher moving around the classroom, were seen as supportive cues to attention and

participation (Wulandari et al., 2024).

Taken together, these findings indicate that learners place considerable value on visible cues that animate and

clarify spoken communication. Although the research consistently points to a positive link between nonverbal

cues and student perceptions, an important limitation lies in the heavy reliance on self-report data and single

site studies. Such constraints limit the generalisability of the results and underscore the need for more diverse

research designs that can capture how these perceptions develop and how they influence learning across

varied, real-world classroom contexts.

ESL learners’ perceptions of body language based on gender

Gender can be a factor in how learners perceive and process nonverbal communication, potentially influencing

how they respond to body language in a lesson. Findings from controlled laboratory studies suggest that

women may demonstrate an advantage in interpreting certain nonverbal cues. For example, one study found

that women were more adept at processing facial expressions and prosody, and experienced stronger nonverbal

over verbal "Stroop effects" in multisensory tasks (Lin et al., 2021). These findings indicate that gendered

patterns in nonverbal processing may play a role in how students evaluate a lesson's effectiveness, a point also

supported by a large-scale survey that linked lecturer gestures and facial expressions to higher teaching quality

ratings, while also testing for gender as a moderating factor (Keelson et al., 2024).

Beyond the laboratory, classroom-based research also points to gendered differences in communication style. A

descriptive study in higher education noted that while not specific to ESL learners, female students tended to

combine verbal and nonverbal communication more frequently than their male counterparts, who relied more

on direct verbal talk (Hadiani & Ariyani, 2021). This suggests that different communication preferences may

influence how a student perceives a teacher's use of gesture and gaze. Qualitative evidence from classroom

settings also shows that teachers' purposeful movements can increase student attention, a cue that female

learners might be particularly sensitive to, given their demonstrated advantages in processing paralinguistic

signals (Lin et al., 2021; Wulandari et al., 2024). While these findings imply that gender can influence a

learner's perception of body language, the effects appear to be modest and highly dependent on context, and

some research designs lack direct ESL segmentation.

ESL learners’ perceptions of body language based on personality (Introvert vs Extrovert)

Personality traits are consistently linked to second language (L2) outcomes and could also influence how

students evaluate nonverbal support. A meta-analysis of over 8,800 participants, for instance, found a positive

association between L2 achievement and the Big Five personality traits, with openness and extraversion

showing particularly strong links (Chen et al., 2022). This suggests that a student’s dispositional tendencies

may shape how they engage with and use the input they receive. In real time interaction, studies have even

shown that observers can accurately identify a person's extraversion or introversion based on nonverbal cues

like gaze, posture, and facial expressions (Saberi et al., 2021). This indicates that personality is visibly

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expressed through body language, which in turn suggests that a learner’s own personality might influence how

they perceive the nonverbal cues of others.

Evidence from classroom-based research further supports this idea. A study of over 300 undergraduates

reported that extraversion was a predictor of lower writing anxiety, which implies that extroverted students

may be more willing to engage with various communicative cues than their introverted peers (Soltani &

Saeedirad, 2022). In practice, teachers often instinctively tailor their approach to different personalities, as

described in a qualitative study where educators detailed differentiated strategies for introverted and

extroverted learners, including adjustments to their interactional moves and classroom positioning (Yusuf &

Miolo, 2024). These findings collectively imply that personality may moderate how helpful a student perceives

a teacher's body language to be. However, a significant gap remains, as few studies have directly investigated

how a student's personality interacts with their perception of nonverbal cues during comprehension tasks in an

ESL context.

The existing research reveals a clear pattern: learners generally perceive body language as a valuable and

cognitively beneficial tool for comprehension. However, a deeper look shows that a learner's gender and

personality may introduce subtle but important differences in these perceptions. For instance, women often

demonstrate a greater sensitivity to paralinguistic cues, while extroverted individuals may show a higher

comfort level with multimodal input. Despite these insights, a significant portion of the current literature relies

on self-reports or controlled lab experiments, leaving a notable scarcity of evidence from authentic classroom

settings. Furthermore, there is a clear lack of research that connects these subgroup variables directly to

multimodal accommodation theory. This gap points to a significant theoretical and methodological limitation.

Future research that uses rigorous quantitative designs and specifically contextual sampling is needed to

facilitate understanding of the interactions between gender, personality, and nonverbal communication.

Collecting these types of data will be necessary to generate findings that can lead to practical, evidence-based

guidance to support more inclusive and effective learning environments.

METHODOLOGY

Research design

The present study employs a quantitative research design to gauge ESL learners’ perceptions in in measurable

form and to analyse the results statistically. Quantitative designs allow for the exploration of relationships of

variables and hypotheses testing, based on objective data, that has been established with rigor in the social

sciences (Apuke, 2017; Creswell & Creswell, 2018). A survey was used in a primarily structured format to

explore learners’ ideas about body language, gender, and personality. This design allows for both

reproducibility and inferential analyses in the statistical sense, to draw sound conclusions about subgroup

differences in perception. Ultimately, the quantitative approach best suited the aim of generalisable findings to

inform evidence-based approaches to improve ESL communication to include body language.

Sampling method

The current research studied 150 ESL students in a Malaysian public university specialised in English

language learning. This sample size corresponds with the more recent quantitative studies on ESL learners’

perceptions in Malaysian higher education indicating that it is adequate for analysis, while balancing accuracy

with practical requirements (Muhamad et al., 2024; Razawi & Mohamad, 2024). To ensure a degree of

homogeneity, the participants held the same academic specialisation, which strengthens the internal validity of

the results.

Participants were employed through a simple random sampling, which is a probability-based sampling

technique that grants everyone a fair chance of being selected. The use of this technique decreases bias and

improve the viability of results (Noor et al., 2022). In this study, the method was implemented on a verified

student list to ensure fair and proportional representation across gender and personality category. This method

will help fulfil the aims of this study by providing results that are unbiased and statistically reliable to the

population of interest.

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Instrument and data collection

The main research instrument was a systematised questionnaire adapted from Alaoui and Rafed (2019) that

explored the role of body language in supporting spoken communication. Learners offered input regarding how

strongly learners feel body language enriches communication by indicating their feelings on a 5-point scale.

Respondents used a scale of 1 (strongly disagree) to 5 (strongly agree).

The survey was conducted utilising Google Forms, a digital platform which allowed for the use of various

formats for questions, automatic storage of collected data, and tracking of responses in real-time. This platform

was chosen for its accessibility and capacity to manage and support the collection of large amounts of data, a

method validated by various studies in recent language education literature (Rahman et al., 2023; Sari &

Wahyuni, 2022). The survey link was shared via institutional email and responses were automatically stored in

a secure Google Sheets database.

Prior to the analysis, the dataset was systematically cleaned of incomplete or duplicate responses which is

widely recognised as good practice standards in survey-based research (Ali et al., 2023; Noor et al., 2022).

This is to protect the accuracy and confidentiality of the data, while the use of a digital platform made this

process easier and eliminated the need to handle the data manually.

Data Analysis

Data collection was conducted through SPSS, a recognised statistical software that is commonly used in

quantitative research. SPSS allows researchers to conduct both descriptive and inferential analyses efficiently

and reliably with large datasets (Noor et al., 2022; Rahman et al., 2023).

For this study, descriptive statistics (i.e; frequency counts, means, and standard deviations) were used to

summarise leaners’ perceptions. Then, independent samples t-tests were conducted to compare perceptions

across gender and personality types. This systematic approach led to clear patterns of interpretation, as well as

meaningful subgroup comparisons. The use of SPSS also enhanced the analysis process by minimising human

errors and generating outputs in a transparent manner to obtain valid conclusions.

Validity and Reliability

The research instrument was validated for its construct relevance through an expert review. This process is

important for examining the clarity, relevancy, and alignment of the survey items with the objectives of the

study (Estremera, 2024; Masuwai et al., 2024). Feedback from the expert review led to revisions that enhanced

the credibility of the questionnaire and assured the items were accurately constructed to reflect the constructs

that the instrument was meant to measure.

Cronbach’s Alpha was used to determine the reliability by measuring internal consistency of the scales. This is

a statistical measure commonly used in educational and language research and assesses whether the items

across the new scale measure a single construct (Ahmad et al., 2024; Zhao & Aryadoust, 2024). Cronbach’s

Alpha was calculated for each section of the existing questionnaire in SPSS, with acceptable values concerning

reliability being considered a value greater than .70. Establishing reliability ensured that the instrument would

be reliable and stable, a necessary condition for making warranted, defensible, and valid conclusions about

learners.

RESULTS AND DISCUSSION

ESL Learners’ Perceptions of Body Language in Communication

Table 1 ESL learners’ perceptions of body language in communication

Survey Item

Mean (M)

I believe body language helps make conversation more engaging and effective.

3.5733

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Nonverbal communication is as important as verbal communication in conveying a

message

3.5667

Lack of body language in a conversation makes it harder for me to understand the

speakers’ intent.

3.5667

I am aware of the role body language plays in effective communication.

3.5067

Mastering body language can improve my overall communication skills in English.

3.5067

Body language helps me to express ideas when I cannot find the right word in English.

3.2867

The first research question investigated ESL learners’ general perceptions of the role of body language in

enhancing communication. Descriptive statistics, as summarised in the provided data (Table 1), show that

learners rated the importance of body language moderately to strongly, with mean scores ranging from 3.29 to

3.57.

The highest mean score (M = 3.57) was for the statement that body language makes conversations "more

engaging and effective," while the lowest mean (M = 3.29) was for using body language "to express ideas

when I cannot find the right word in English." The data consistently indicate that students perceive nonverbal

cues as valuable tools for clarity and engagement, rather than as simple substitutes for speech.

This pattern aligns with multimodal communication research, which shows that gestures and other visible cues

reduce a listener's cognitive load and improve comprehension, especially for second language listeners (Zhang

et al., 2023; Zhang et al., 2021). The findings also mirror classroom-based studies where students link a

teacher’s purposeful movements and expressive cues to higher perceived teaching quality and greater attention

(Keelson et al., 2024; Wulandari et al., 2024). Overall, the results suggest that ESL learners primarily view

nonverbal communication as a complementary scaffold that makes spoken English easier to follow, rather than

a mere fallback for when words fail. This perspective fits with the idea that visible cues and linguistic input

work together to facilitate communication.

ESL Learners’ Perceptions of Body Language Based on Gender

Table 2 Perceptions of body language: Gender

Gender

Mean

Std. Deviation

Std. Error Mean

Male

3.3353

1.12121

.14722

Female

3.5375

1.34684

.14042

Table 3 Independent sample T-Test (for perceptions based on gender)

Lavene’s Test for Equality

of Variances

Significance

Sig.

One-Sided p

Two-sided p

Equal variances

assumed

4.406

0.38

-.953

148

.171

.342

Equal variances not

assumed

-.994

136.909

.161

.322

The second research question examined whether perceptions of body language differed between male (n=58)

and female (n=92) learners. An independent samples t-test was conducted, which revealed no statistically

significant difference between the two groups, t (136.91) =−0.994, p=.322. Male learners had a mean

perception score of 3.34 (SD=1.12), while female learners scored slightly higher at 3.54 (SD=1.35).

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The null finding suggests that gender does not substantially influence how learners perceive the role of body

language in communication. This may appear to contrast with laboratory-based research where women often

show advantages in processing nonverbal cues (Lin et al., 2021). However, the present study measured general

perceptions of body language’s usefulness in everyday classroom talk, not a fine-grained, moment-by-moment

decoding of nonverbal signals. It is also possible that the larger variability in both groups may have attenuated

small effects that are more apparent in tightly controlled tasks (Keelson et al., 2024). From a practical

standpoint, this finding is reassuring, since both male and female learners value nonverbal support to a similar

degree, instructional strategies that incorporate nonverbal cues (e.g., meaningful gestures, open posture, and

clear gaze) can be applied broadly to benefit the entire class without the need for gender-specific adjustments.

ESL Learners’ Perceptions of Body Language Based on Personality Traits

Table 4 Perceptions of body language: Personality traits

Personality types

Mean

Std. Deviation

Std. Error Mean

Introvert

108

3.3676

1.26053

.12129

Extrovert

3.6952

1.25833

.19416

Table 5 Independent sample T-Test (for perceptions based on personality traits)

Lavene’s Test for Equality of

Variances

Significance

Sig.

One-Sided p

Two-sided p

Equal

variances

assumed

.226

.635

-1.430

148

.077

.155

Equal

variances not

assumed

-1.431

74.875

.078

.157

The third research question examined whether perceptions of body language differed between introverts and

extroverts. The results of an independent samples t-test showed no statistically significant difference between

the two groups, t (148) =−1.430, p=.155. Introverted learners (n=108) had a mean score of 3.37(SD=1.26),

whereas extroverted learners (n=42) scored slightly higher at 3.70 (SD=1.26). This finding suggests that

personality type does not strongly affect a learner's overall perception of body language in communication.

While research in L2 learning has shown a small positive association between extraversion and achievement

(Chen et al., 2022), and nonverbal cues can communicate personality to an observer (Saberi et al., 2021), this

does not mean that extroverts necessarily value nonverbal cues more than introverts. A plausible explanation

for this is that the study's measure captured the perceived usefulness of body language for comprehension,

which both groups may endorse similarly, even if their actual use or comfort with expressive behaviour differs.

The broader multimodal literature indicates that L2 learners, regardless of subgroup, benefit from cues such as

meaningful gestures and informative mouth movements, as they reduce processing load (Zhang et al., 2023).

This shared benefit may cause perceptions to converge across personality types.

Overall, the findings suggest that learners consistently perceive body language as a valuable tool for enhancing

communication. Although minor differences in perception were observed between genders and personality

types, these were not statistically significant, suggesting that body language functions as a common good in the

classroom. The lack of significant findings may be due to methodological factors, such as the imbalanced

sample size or the binary categorisation of personality, which may have obscured more subtle distinctions

(Chen et al., 2022). Still, the practical message is clear, teachers can design nonverbal scaffolds that are

broadly effective, from using iconic gestures to clarify meaning to using beat gestures to mark stress without

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tailoring them strictly by subgroup. However, nuanced adjustments can still be made. For example, quickly

previewing a gesture rich explanation, or providing opportunities to engage in low-stakes practice, could aid an

introverted student to engage in class without having to be put on the spot. Conversely, tasks that are

interactive and movement-based keep extroverted students engaged (Yusuf et al., 2024). Overall, these findings

indicate that ESL learners from different backgrounds perceive body language as a useful tool for learning,

which supports multimodal theories of communication because the use of body language has shown to make

spoken English easier to comprehend.

CONCLUSION

The study yields two key insights. Theoretically speaking, the evidence of body language as a form of support,

across groups of students, confirms that nonverbal cueing does not replace speech but instead offers a

complementary form of meaning-making. This supports multimodal communication theories, which suggest

gestures and visible movements reduce mental processing load for second language learners and promote

comprehensibility (Zhang et al., 2023).

From a practical standpoint, the implications suggest teacher could enhance classroom instructions by utilising

purposeful nonverbal strategies, such as employing gestures to clarify meaning, or using purposeful body

movements to get students' attention. Because students perceive these cues as indicators of quality of teaching

and attentiveness (Keelson et al., 2024), program leaders may want to consider offering teachers training in

nonverbal communication. However, once again, attention to cultural awareness is suggested. In summary,

body language may be considered a simple powerful tool to enhance understanding in ESL classrooms.

In future studies, it would be crucial to move beyond self-report data and utilise richer methods like classroom

video analysis, timed tasks, or at least more balanced samples of data. Continuous personality measures, such

as the Big Five personality inventory in Chen et al. (2022), would provide a more nuanced understanding than

simple binary categories. Another interesting avenue involves the design and tracking of interventions utilising

gesture training over time, which may allow researchers to see how these expletive shapes or comes to shape

comprehension and student participation.

It would also be beneficial to test predictions derived from Communication Accommodation Theory (CAT) in

actual classroom settings to comprehend more fully when nonverbal cues take precedence or fade into the

background given different contexts. Using both experimental and longitudinal designs, research can provide

clearer identification of which nonverbal cues are most effective, and with which learners, in the ESL

classroom (Lin et al., 2021). Again, this research promotes the idea that body language is a universal tool that

promotes clearer, more inclusive communication with diverse learner profiles.

ACKNOWLEDGEMENTS

This study would not have been possible without the support and encouragement of many individuals. We are

deeply grateful to the students who participated and generously shared their time and perspectives. Our

heartfelt thanks also go to our peers and mentors, whose guidance, feedback, and encouragement helped shape

this work at every stage.

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