Integrating gesture and posture analysis in enhancing English language teaching effectiveness
Abstract
Non-verbal communication, particularly gestures and posture, is vital in enhancing student engagement, comprehension, and retention in language learning. This study investigates the impact of integrating deliberate gestures and posture into English language teaching, focusing on student learning outcomes. A controlled experiment was conducted with 58 participants (8 teachers and 50 students) divided into Experimental Groups (EG) and Control Groups (CG). Teachers in the EG received training on the effective use of iconic, deictic, metaphoric, and beat gestures and posture awareness techniques, while the CG followed traditional teaching practices. Data were collected through pre-and post-tests, student surveys, classroom observations, and retention assessments. The results demonstrated significant improvements in the EG compared to the CG across all measures. Comprehension scores in the EG increased by 6.62 points, compared to 2.96 points in the CG (T-statistic = 3.27, P-value = 0.002). Student engagement levels were also higher in the EG, with more frequent participation, higher motivation, and a more substantial influence of gestures and posture on learning (F-statistic for engagement = 18.27, P-value = 0.002). Additionally, retention of language concepts two weeks after the intervention was significantly higher in the EG, with an 8.50% improvement over the CG (Cohen’s d = 2.01, large effect size). Regression analysis further confirmed that gesture frequency and type strongly predicted comprehension, engagement, and retention improvements.
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