Study of the Effectiveness of Nonverbal Communications for EFL Students in Iraq

Abstract

When one does not use words to express themselves, this is known as nonverbal
communication. Teachers take nonverbal communication for granted in the English
classroom and ignore it almost always. The researcher adopts Multiple Intelligences
Theory that found by Howard Gardner (1983) and using a program based on the theory
to develop the communications skills of teachers and students. Improving the method of
teaching is a vital element in achieving the goal of teaching and in helping the classroom
become more efficient and effective. In this paper, we examine how nonverbal
communication functions and how it can be incorporated to improve foreign language
teaching. Thus, both teachers and students should understand its significance. The
current study's purpose was to evaluate how oral expression sessions at the Department
of English, College of Education for Women, University of Baghdad, including Iraq's
first year students were affected by teachers' nonverbal communication. To get the
required information, the researcher employed a variety of instruments. These
instruments, which included questionnaires for students. The data from the questionnaire
were fed into the computer and then analyzed using SPSS. A quantitative analysis of these
questionnaires was conducted. In addition, the findings revealed that smiling at students,
nodding with the head after the students have spoken, and making eye contact with them
are all effective ways to overcome students' difficulties in oral participation. The results
revealed that both teachers' conscious and subconscious behaviors affect students' oral
participation, their attitudes, and non verbal behaviors.