The Use of Nonverbal Communication Features as an Underrated...

Universidad de Magallanes

Facultad de Humanidades, Ciencias Sociales y de la Salud

Departamento de Educación y Humanidades

The Use of Nonverbal Communication Features as an

Underrated Means of English Language Teaching and

Learning

Investigación final para optar al título de Profesor de Inglés para Enseñanza

Básica y Media

Punta Arenas, Diciembre 2013

Integrantes: María Jesús Cárdenas Campos

Paula Quelín Vargas

Paulina Sandoval Rodríguez

Profesor guía: Lizette Sapunar Fuentes

Language is surely too small a vessel to contain these emotions of mind and body that have

somehow awakened a response in the spirit. - Radclyffe Hall

When the eyes say one thing, and the tongue another, a practiced man relies on the

language of the first. - Ralph Waldo Emerson

Acknowledgements

María Jesús

The past six years have been full of new adventures and challenges that,

unquestionably, I would not have been able to overcome them without the unconditional

support of my family, who believed in me and stayed by my side even in the direst of

moments: my mother, Amalia, who has been the greatest pillar of my life; my dad, Hernán,

who has helped me even in difficult times; to my brother, Leonardo, who has been my partner

in crime during all these years. Last, but not least, Victoria Isabel, my beloved daughter, who

brought never ending joy to my life without realizing it. I love you all.

Paula

I would like to manifest my gratefulness to the people who supported me during this

long cycle of my life called “University”. I would like to thank my parents Juanino and

Silvana, whose encouragement and wise advices gave me the strength to overcome all the

obstacles I faced during this cycle. To my siblings Juan Luis, Jorge, and boyfriend Diego,

whose love and tenderness helped me to face all the difficult moments. Finally to the most

important person of my life, my daughter Sylvana Felisa, whose existence gave me the power

to accomplish my objective.

Paulina

Dedicated to my dear family. To my mother Maribel and father Rafael, who gave

me life in this world and taught me not to decay in it, offering their encouragement to fulfill

all my dreams, holding me up firmly in every step. To my beloved daughter Amanda, the

true source of my motivation and strength, whose tenderness and energy transformed my

existence, and daily lights up the path I must follow. To my dearest Alan, my best partner

in many a time, for the great support, and just for being there. To all, thank you from the

heart. I love you.

Abstract

Nonverbal communication (NVC) contributes in the expression of ideas and gives coherence

to the verbal messages. The purpose of this research is to identify the characteristics of NVC

that play a major role in language learning from the cognitive and affective point of view,

connected with motivation in the EFL classroom. The project involves a mixed research that

approaches NVC from the teachers’ viewpoint, as well as the factual effectiveness in

learners’ comprehension skills. Thus, the researchers conduct a survey among English

teachers from the city of Punta Arenas, in order to check the most applied nonverbal features,

together with examining their level of knowledge in the subject matter. Additionally, an

action research is executed in three schools of Punta Arenas, which consists of a classroom

intervention based on storytelling combined with body language, where two stories are told:

one uses NVC effectively, while the other shows an absence of these cues. The findings of

this study expose the actual knowledge that EFL teachers of Punta Arenas possess in regards

to nonverbal features and techniques connected to them; in the same manner, this paper

reveals evidence of the impact that NVC have in 4th graders when learning English as a

foreign language.

Keywords: nonverbal communication, NVC, language learning, motivation, EFL,

effectiveness, comprehension, storytelling, nonverbal features, body language.

V

Index

Acknowledgements .................................................................................................................................. III

Abstract ....................................................................................................................................................IV

Index ..........................................................................................................................................................V

Index of Tables and Figures .................................................................................................................VIII

1. Introduction ..................................................................................................................................... XI

Questions of Research ........................................................................................................................ XIV

Problem ............................................................................................................................................... XV

General objectives of the study ........................................................................................................... XV

Specific objectives of the study ........................................................................................................... XV

2. Theoretical Framework ................................................................................................................... 1

2.1. Communication .......................................................................................................................... 2

2.2. Verbal Communication .............................................................................................................. 4

2.3. Nonverbal communication ......................................................................................................... 6

2.3.1. Importance of Nonverbal Communication ......................................................................... 7

2.3.2. Encoding and decoding processes ...................................................................................... 7

2.3.3. Nonverbal Behaviors as Communication itself .................................................................. 8

2.3.4. Nonverbal Behaviors Awareness ....................................................................................... 9

2.3.5. Cultural Factor .................................................................................................................... 9

2.3.6. Personal Goals when Communicating.............................................................................. 10

2.3.7. The Relevance of Consistency ......................................................................................... 10

2.4. Classification of nonverbal communication ............................................................................. 12

2.4.1. Types of messages ............................................................................................................ 14

2.4.2. Kinesics ............................................................................................................................ 15

2.4.3. Functions of NVC ............................................................................................................ 17

2.5. Nonverbal communication in the educational context ............................................................. 20

2.5.1. School culture and nonverbal communication ................................................................. 20

2.5.2. A Historical Overview of NVC ............................................................................................ 22

2.6. Nonverbal communication and the EFL Classroom ................................................................ 26

2.6.1. NVC and attitudes ............................................................................................................ 26

2.6.2. EFL Teacher Immediacy .................................................................................................. 27

2.6.3. EFL Students’ Motivation ................................................................................................ 30

VI

2.6.4. Teachers’ Expectations..................................................................................................... 32

2.6.5. NVC and Classroom Management ................................................................................... 33

2.6.6. NVC and its pedagogical uses for the EFL class ............................................................. 33

2.7. Storytelling in the EFL Classroom ........................................................................................... 35

2.7.1. Origins .............................................................................................................................. 35

2.7.2. Importance for language teaching .................................................................................... 35

2.7.3. Characteristics of storytelling ........................................................................................... 36

2.7.4. Nonverbal features involved in storytelling ..................................................................... 36

2.7.5. Style in storytelling .......................................................................................................... 37

2.8. Hypothesis of the Study ........................................................................................................... 38

3. Methodological Framework ............................................................................................................. 39

3.1. Epistemological approach ........................................................................................................ 40

3.1.1. Quantitative research ........................................................................................................ 41

3.1.2. Qualitative research .......................................................................................................... 43

3.1.3. Mixed research ................................................................................................................. 45

3.2. Definition of the instrument (Survey) ...................................................................................... 47

3.2.1. Steps on a survey .............................................................................................................. 48

3.2.2. Practicability of surveys for this study ............................................................................. 51

3.3. Action Research ....................................................................................................................... 53

3.3.1. Definition ......................................................................................................................... 53

3.3.2. Characteristics .................................................................................................................. 54

3.3.3. Types ................................................................................................................................ 54

3.3.4. Stages ............................................................................................................................... 55

3.3.5. Methods ............................................................................................................................ 57

3.3.6. Limitations of Action Research ........................................................................................ 58

3.4. Contextualization of the study .................................................................................................. 59

3.4.1. English and Chile ............................................................................................................. 59

3.4.2. English and Punta Arenas................................................................................................. 60

3.5. Target Population ..................................................................................................................... 61

3.6. Methodological Procedure ....................................................................................................... 62

3.6.1. Collection of Data ............................................................................................................ 62

3.6.2. Justification of the instruments ......................................................................................... 64

3.7. Description of the instruments ................................................................................................. 65

3.7.1. Survey for Teachers.......................................................................................................... 65

3.7.2. Handout ............................................................................................................................ 73

3.7.3. Survey for students ........................................................................................................... 77

VII

3.8. Limitations of the study ............................................................................................................ 79

4. Data Analysis ................................................................................................................................... 82

4.1. Teacher’s Survey ...................................................................................................................... 83

4.1.1. Section 1: Demographic information ............................................................................... 83

4.1.2. Hierarchy .......................................................................................................................... 88

4.1.3. Multiplechoice .................................................................................................................. 96

4.1.4. Rating ............................................................................................................................. 112

4.1.6. Conclusions .................................................................................................................... 123

4.2. Analysis of the students’ survey ............................................................................................. 126

4.2.1. Demographic Information .............................................................................................. 127

4.2.2. Opinion questions ........................................................................................................... 130

4.2.3. Conclusions .................................................................................................................... 136

4.3. Action Research Results ......................................................................................................... 137

4.3.2. Analysis of Results (Handouts) ...................................................................................... 140

4.3.4. Conclusion ...................................................................................................................... 151

5. Conclusions .................................................................................................................................... 153

5.1. General conclusions ............................................................................................................... 154

5.2. Recommendations .................................................................................................................. 155

5.3. Suggestions for further research ............................................................................................. 155

Bibliography ........................................................................................................................................... 156

Appendices ............................................................................................................................................. 162

Appendix 1 Teacher’s survey ............................................................................................................. 163

Appendix 2 Tables of Information ..................................................................................................... 168

Appendix 3 Letter of Request ............................................................................................................ 186

Appendix 4 Lesson Plan ..................................................................................................................... 188

Appendix 5 Adapted Fables ............................................................................................................... 190

Appendix 6 Scripts of the activities ................................................................................................... 192

Appendix 7 Flashcards ....................................................................................................................... 201

Appendix 8 Handout of the Fables ..................................................................................................... 204

Appendix 9 Students’ survey ............................................................................................................. 206

Appendix 10 Tables of Information ................................................................................................... 207

Appendix 12 Screenshots ................................................................................................................... 219

VIII

Index of Tables and Figures

Table 1 Steps of a survey according to Guyette ............................................................................ 49

Table 2 Steps of a survey according to the Canadian catalogue .................................................. 50

Table 3 Types of action research ................................................................................................... 55

Table 4 Stages of an action research process. .............................................................................. 56

Table 5 Most common methods for action research according to McGinty (2013)...................... 58

Table 6 General information of the Schools .................................................................................. 62

Figure 1 Introductory part of the teacher´s survey ....................................................................... 65

Figure 2 Introductory part of the main topic ................................................................................ 66

Figure 3 Demographic information about teachers ...................................................................... 67

Figure 4 Item Hierarchy ................................................................................................................ 68

Figure 5 Item Multiple choice ....................................................................................................... 69

Figure 6 Item Multiple choice ....................................................................................................... 69

Figure 7 Item Rating ..................................................................................................................... 71

Figure 8 Item True or False .......................................................................................................... 72

Figure 9 Item Other techniques ..................................................................................................... 72

Figure 10 10 Item Matching “The Ant and the Dove”.................................................................. 74

Figure 11 Item Matching “The Lion and the Mouse”................................................................... 74

Figure 12 Item Comprehension questions ..................................................................................... 75

Figure 13 Item Drawing ................................................................................................................ 76

Figure 14 Item Mark ..................................................................................................................... 76

Figure 15 Introductory Section to Students’ Survey ..................................................................... 77

Figure 16 Introductory Section to Students’ Survey ..................................................................... 78

Figure 17 Questions about the activities ....................................................................................... 79

Graph 1 Demographic Information Gender of the teachers ......................................................... 83

Graph 2 Demographic Information Age of the teachers ............................................................... 84

Graph 3 Demographic Information Age of the teachers ............................................................... 85

IX

Graph 4 Demographic Information Levels where teachers teach ................................................ 86

Graph 5 Demographic Information Mixed levels.......................................................................... 87

Graph 6 Item Hierarchy 1st option ............................................................................................... 88

Graph 7 Item Hierarchy 2nd option .............................................................................................. 89

Graph 8 Item Hierarchy 3rd option .............................................................................................. 90

Graph 9 Item Hierarchy 4th option ............................................................................................... 91

Graph 10 Item Hierarchy 7th option ............................................................................................. 92



Graph 13 Item Multiple choice statement 1 .................................................................................. 96


Graph 15 Item Multiple choice Statement 3 .................................................................................. 98


Graph 17 Item Multiple choice Statement 5 ................................................................................ 100





Graph 22 Item Multiple choice Statement 10 .............................................................................. 105



Graph 25 Item Multiple Choice Statement 13 ............................................................................. 108



Graph 28 Item Rating 1st important concept .............................................................................. 112

Graph 29 Item Rating 2nd Important concept ............................................................................ 113

Graph 30 Item Rating 3rd Important concept ............................................................................. 114

Graph 31 Item Rating 1st Least important concept .................................................................... 115

Graph 32 Item Rating 2nd Least important concept ................................................................... 116

Graph 33 Item Rating 3rd Least important concept.................................................................... 117

Graph 34 Item True or False ....................................................................................................... 118

Graph 35 Item True or False Percentages .................................................................................. 118

X

Graph 36 Item Other mentioned techniques ............................................................................... 122

Graph 37 Demographic Information Gender of the children ..................................................... 127

Graph 38 Demographic information Age of the children ........................................................... 128

Graph 39 Demographic Information Grade started receiving English lessons .......................... 129

Graph 40 Item Opinion question, Question 1 ............................................................................. 130







Graph 47 Handout “The Lion and the Mouse” Overall results ................................................. 141

Graph 48 Handout Item Matching “The Ant and the Dove” ...................................................... 143

Graph 49 Handout Item Matching “The Lion and the Mouse” .................................................. 144

Graph 50 Handout Item Comprehension questions “The Ant and the Dove” ............................ 145

Graph 51 Handout Item Comprehension questions “The Lion and the Mouse” ........................ 146

Graph 52 Handout Item Drawing “The Ant and the Dove” ....................................................... 148

Graph 53 Handout Item Drawing "The Lion and the Mouse" .................................................... 149

Graph 54 Handout Item Evaluation of the Story Average marks 2The Ant and the Dove” ....... 150

Graph 55 Handout Item Evaluation of the Story Average marks “The Lion and the Mouse” ... 151

XI

1. Introduction

Communication is the foundation of human beings’ existence. People are able to

communicate in several manners. When communicating, people make use of all their abilities and

natural features to deliver messages, so as to give a clear notion of what he or she wants to express.

At the same time, communication is an intricate process which basically consists of sending and

receiving messages, which allows us to share information as well as to interact with other people.

When referring to communication, we are not merely talking about spoken utterances; on the

contrary, effective communication implies the combination of verbalized concepts together with

nonverbal features, which give deeper and distinct meaning to what we are trying to convey. Thus,

the process of communication is divided into two aspects: verbal and nonverbal.

In general, nonverbal communication (NVC) can be defined as a way to deliver messages

without uttering words. Regularly, the discourse we pronounce is full of gestures, physical

movements or any other variation that can help the listener to comprehend what the speaker is

saying. In fact, each nonverbal signal is a means of communication on its own. Everything

communicates something: what people wear, the pitch and tone of the voice applied in discourse,

the space they use and the movements they make -they all transmit a message. Moreover, even

when a person remains silent, this can have or seem to have the intention of communicating an

idea.

Human beings possess the capability of communication both verbally and nonverbally;

nonverbal devices are tremendously relevant for any sort of social or professional interaction in

our daily life, though humans are seldom aware of the execution of these nonverbal cues.

Nonverbal signals are also extremely important when conveying emotions and mood, aspects

which we are naturally unable to hide or disguise. We are certainly likely to move our hands or

head differently when we agree with someone in a discussion than when we are on the opposing

side. The same occurs with our voice: if we are irritated or if we feel gloomy, our voices will surely

be dissimilar when having a conversation. Thus, nonverbal features carry crucial information that

supports utterances, by relating to the spontaneous affective component of speech. Whether

desirable or not, the distinctive NVC features we employ are learned since we are toddlers. As

people grow up, they become aware of the establishment of social rules within a society, so they

produce them naturally, following patterns according to each specific context and the role the

person has to play in it.

XII

The latter idea leads the subject towards education and how communication works in this

field. There are no doubts regarding the crucial role that teachers play inside the EFL classroom

and how their verbal and nonverbal communication might affect –for better or for worse- the

learning process of language learners. Language teaching is an area that has faced constant

evolution in the last century, especially in terms of strategies and techniques to help students reach

certain proficiency levels in foreign languages. Along with them, the role of the teacher has

certainly changed as well, from being merely an instructor to a guide.

In the early stages of formal language teaching, back in the twentieth century, teachers were

limited to the role of instructor, and the class was focused in grammar rather than interaction. With

the appearance of new approaches, together with new priorities regarding language learning,

teachers have filled their classrooms with communicative interaction tasks; the current teacher

should be a dynamic individual who ought to be aware of all the constant and rapid changes that

students experiment, and be involved with these processes. While this statement is true for teachers

of any subject, in the case of a foreign language this role takes a further depth: when students learn

a new language, they do not do so in their mother tongue; therefore, teachers must rely on other

resources, besides words, in order to convey meaning. These resources include NVC, albeit its

existence does not only serve for linguistic purposes.

Peculiarly, English teachers truly recognize the significance of engaging themselves with

their students, perhaps deeper than teachers of other subjects. It must be taken into consideration

that, in order to obtain a successful training in a foreign language, there must be a level of interest

committed with the learning. This commitment can be enhanced by the teacher with the use of

NVC, since they are tools of communication which can build up a bridge between students’ mother

tongue and the foreign language. In other words, NVC facilitates the process for both the teacher

and the student.

On the other hand, there are affective factors which also have to be considered when

preparing students to learn and practice a foreign language. Motivation is many a time pondered as

an essential factor during the teaching-learning process. Motivational aspects together with others

conceptualizations are certainly based on direct communication, and also accompanied by

nonverbal features. Enhancing the affective areas of students by means of an appropriate

employment of NVC can somehow guarantee more effectiveness during lessons.

In order to use nonverbal communication in the classroom and obtain fructiferous results

from it, the teacher must have a certain understanding of how it works. Nonverbal communication

XIII

shares several attributes with the verbal language. NVL is as complicated as verbal language is,

due to the fact that it has distinguishing features, processes, categories and subcategories. For this

reason, it is quite difficult to categorize the main elements of such a complex system. Four main

categories are recognized; these are kinesics, proxemics, oculesics and facial expressions. At the

same time, these categories are subcategorized into different groups, each of them with its own

features and complexity.

All the forms of nonverbal communication are present in the classroom, they are used

inside it, and even outside it. Teachers and students make use of both nonverbal and verbal for

interaction; the learning process attempts to develop people’s abilities, in terms of content as well

as in communicative terms. In order to achieve this, teachers have to be aware of the important role

that nonverbal communication plays when engaging students and when motivating them during

lessons.

The following paper deals with the matter of nonverbal communication applied to the

context of foreign language teaching. It attempts to review the principal factors of NVC inside the

EFL classroom. The general objective of this study is to determine whether or not the features of

nonverbal communication have a significant impact on students’ cognitive and affective learning

processes. Subsidiary objectives of this investigation are first, to compare results between an EFL

activity using nonverbal devices and one lacking the presence of these features. Secondly, the

research analyzes teachers’ awareness and knowledge of the nonverbal communication features.

The above mentioned objectives will answer the questions of research that lead this

investigation. On one hand, the researchers want to find out if EFL teachers are aware of the

nonverbal messages they send, and also the impact they have on their students in teaching-learning

processes. Clearly, in order to enable the researchers to determine the degree of impact of nonverbal

features, a further investigation is required, and this cannot be merely based on quantitative

research. Thus, as a way to measure differences and analyze information from a pedagogical point

of view, action research becomes the most suitable means of gathering the necessary data.

For this purpose, the investigation will be carried out in one specific level of the Chilean

educational system, which will be 4th grade from primary school. This decision was deeply

reflected based on what the theory supports, and as it will be exposed along this paper. What is

more, by selecting a specific group for the study, it is possible to ensure more credibility and

reliability for the results and overall analysis. In addition, the study attempts to cover an ample

spectrum of target population; in order to accomplish that objective, formal letters were sent to 7

XIV

different schools of Punta Arenas requesting permission to carry out the investigation within their

classrooms. 3 out of the total accepted our petition, and the carefully planned action research was

completed successfully.

The paper is organized in 4 main sections which explore the field of inquiry, from theory

to practice. Firstly, the theoretical framework presents a range of definitions and in-depth

exposition about nonverbal communication. It begins by stating how relevant NVC is, and how it

influences diverse aspects of life. Next, the theoretical supports are chiefly focused in the area of

Education and foreign language teaching. All areas correlated with the use and misuse of nonverbal

communication in the EFL teaching context are dealt extensively, taking into account not only the

cognitive factor but also, the affective influence NVC has when teaching foreign languages.

Secondly, the third section of this paper details all aspects related to the methodology

chosen by the researchers. Being this study a mixed research, it is imperative to clearly define

conceptualizations related to this kind of investigation, and also to describe processes of data

collection in depth and how analysis is developed. In this chapter vital information related to

contextualization is offered, centered on the target population that will be the subjects under

investigation.

Thirdly, the results are presented and analyzed in two sections: one for the results that

emerged from teachers’ responses, and another specifically for the data collected from students, in

both quantitative method i.e. surveys; and, the qualitative research, in this case the findings

discovered during the action research interventions. Finally, there is the overall conclusion of the

study, which will embrace all findings and reflections that emerged throughout this vast

investigation, as well as further suggestions for the development and improvement of this topic in

a practical manner. After the final section of the paper, all crucial and practical elements that were

part of the extensive work, are enlisted in the appendices for further reference, and also as a way

to facilitate apprehension of what was produced by the researchers.

Questions of Research

1. Are EFL teachers aware of the nonverbal messages they send and the impact they have on

their students in teaching-learning processes?

2. Do the nonverbal features have an evident impact on students’ attitudes and their academic

results?

XV

Problem

EFL teachers are not aware of the importance that the use and misuse of nonverbal communication

features have on students’ cognitive and affective areas.

General objectives of the study

Determine whether or not nonverbal communication has a significant impact on students’ cognitive

and affective learning processes.

Specific objectives of the study

1. Compare results that students obtain from a lesson fulfilled with the use of nonverbal

features and one lacking those devices.

2. Analyze teachers’ awareness and knowledge of the nonverbal communication features.

1

2. Theoretical Framework

2

2.1. Communication

Teaching encompasses many variables that, when put together, they result into

successful learning. One of the crucial variables is establishing rapport with students.

According to the Merriam-Webster Dictionary, rapport is a “relation marked by harmony,

conformity, accord, or affinity” 1 . Unquestionably, to achieve this relation, a good

communication inside the classroom is fundamental.

Communication is a complex concept that has had several attempts of definitions

along the years. Its etymology comes from the Latin verb communicare, entering to the

English lexicon through the Old French comunicacion in the late Middle Ages. The Oxford

Dictionary defines communication as “the imparting or exchanging of information by

speaking, writing, or using some other medium” as a primary definition, adding to it that it

is also “the successful conveying or sharing of ideas and feelings” as well as “social

contact”2. According to this description, communication is a function essentially human;

however, some authors argue that it pertains to both animals and humans alike. For instance,

Hauser (1996) declares that people are not the only beneficiaries when saying that “for all

organisms, including humans, communication provides a vehicle for conveying information,

and for expressing to others what has been perceived.” Here, Hauser implies that every living

creature is capable of communicating with their peers, not only humans.

Moreover, the complexity of communication is revealed under the fact that every field

of study has a different focus regarding what communication is, and how it works.

Heinemann (1980) stated that communication per se cannot be treated as a determined subject

of study for every area; consequently, formulating a definition that adjusts to every aspect of

every field is virtually impossible. In his pedagogical research he takes into account the

positions of cybernetics, psychology, social psychology, sociology, linguistics,

anthropology, and philosophy. For example, Spitz (as cited by Heinemann, 1980) defines

communication as the changes in people’s behavior, either conscious or unconscious, where

1 Retrieved from: http://www.merriam-webster.com/dictionary/rapport?show=0&t=1378650643

2 Retrieved from: http://oxforddictionaries.com/definition/english/communication

3

other people influence somebody’s perception of the world, their feelings, ideas or attitudes.

Heinemann goes further by declaring that this psychological view of communication explains

how the behavior between teacher and student work.

On the other hand, sociology has a position that moves from the behavioral aspect

towards the social implications of communication. Heinemann stated that it is an element

that defines society by creating relationships and links between the members of said society.

Furthermore, Cooley (as cited in Heinemann, 1980) considers communication to be a

mechanism where relationships are developed, including not only the symbols of said

communication (either written or spoken), but also the mediums used for transporting them.

According to linguistics, this field studies communication from the point of view of

the signal systems that human beings use to interact and exchange ideas (Heinemann, 1980).

In other words, linguistics cares about communication in terms of the verbal or non-verbal

language that humans use in order to get messages across. Corder (1993) understands

communication as a function of language, which is, at the same time, a human behavior. In

this sense, he explains “if communication is to take place, the participants must share the

same conventions”, adding to it that communication “is a social institution”. He also makes

the distinction between intentional and unintentional communication, establishing that, while

all behavior is informative –as everything communicates something about the participants,

including their clothing, gestures, tone of voice, etc.-, not all the messages are sent

consciously by the sender. Similarly, the receiver does not necessarily understand what all

the verbal and non-verbal signals mean.

4

2.2. Verbal Communication

In the present day, there are several theories about the origins of the sounds of

language, most of them based on divine arguments, due to the fact that there is no tangible

evidence to back up the ideas; therefore, they are considered speculations.

The Oxford Dictionary indicates about verbal communication that it is sometimes

said that the true sense of the adjective verbal is ‘of or concerned with words’, whether

spoken or written (as in verbal abuse), and that it should not be used to mean ‘spoken rather

than written’ (as in a verbal agreement). For this sense, it is said that the adjective oral should

be used instead. In practice however, verbal is well established in this sense and, in certain

idiomatic phrases (such as a verbal agreement), cannot be simply replaced by oral3.

At the same time, verbal communication is an act between two or more people by

emitting messages, ideas, or emotions through the use of words, either written or spoken.

Some of its main components are words, sound, speaking, and language.

As it has been mentioned, there are several assumptions about the origins of human

speech; one of them which is closely related to verbal communication is the Glossomery

approach (Yule, 1996). This focuses on the biological aspect of the formation and

development of human speech, owing to the fact that subject people have physical

characteristics which are not shared with any other living creature in the world. Yule

mentions several biological features which allow humans to communicate and convey

messages orally. For instance, teeth are upright to make sounds such as f, v and th. Moreover,

lips have a more complex muscle than primates, so as a result it helps to make sounds such

as p, b and w. In addition, the human mouth can be opened and closed quickly, incorporating

the tongue, which is used to make and shape a broad variety of sounds. Besides, Homo

sapiens have a larynx that contains vocal cords; this organ is joined to the pharynx which is

located above the vocal cords, acting as a resonator for all the sounds that are produced via

the larynx. As it was mentioned before, the physical and biological characteristics of the

human body are not shared by other organisms, and it explains the reasons why only humans

3 Retrieved September 7, 2013, from http://oxforddictionaries.com/definition/english/verbal

http://oxforddictionaries.com/definition/english/verbal

5

have the ability of speech; despite the fact that all living creatures are competent of

communicating with other animals, no matter how different their processes and biological

features are.

6

2.3. Nonverbal communication

At first communication was considered a verbal discourse, due to the fact that, in

earlier times, there were not evidences of the communicative nature of non-verbal features.

As members of the animal kingdom, human beings have used NVC before the development

of speech, much the same as how living creatures use all kind of expressions for

communicating messages (Mcintosh, Luecke, & H.Davis, 2008). One of the first researchers

who proposed the existence of non-verbal features was Charles Darwin in The expression of

the emotions in man and animals (1872), where he established that human beings transmit

sentimental emotions through non-verbal messages, such as facial expressions; moreover,

people do these things because “they are vestiges of serviceable associated habits -behaviors

that earlier in our evolutionary history had specific and direct functions”.

Nonverbal communication is defined in several ways. Miller (1988) synthesized the

definition of several investigators when he stated "Non-verbal communication has been

defined as communication without words….” (p. 3). Miller also indicated that NVC is

learned and developed after birth, exercised and improved throughout a person´s life. He also

announced that NVC “includes overt behaviors such as facial expressions, eyes, touching

and tone of voice, as well as less obvious messages such as dress, posture, and spatial distance

between two or more people” (p.3). Similarly Knapp and Hall (2006) named the three major

components of NVC which were: the communication environment, the communicators’

paralinguistic characteristics and the non-verbal behaviors, which were closely linked to all

the features mentioned by Miller.

Some years earlier, Knapp (1972) stated that NVC perhaps considered all human

answers which are not fully recognized as spoken or written words. It is important to mention

that NVC has different signs, which mean “an inherent and essential part of message creation

(production) and interpretations (processing)” (Burgoon, 1994, as cited by Hale & Burgoon,

1984). Richmond and McCroskey (1995) stated that nonverbal communication is “the

process of one person stimulating meaning in the mind of another person or persons by means

of non-verbal messages.” (p.1).

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Most of nonverbal communication is carried out face to face, thus McNeill (2000)

asserted that NVC plays an essential role in this type of interaction. Similarly, DePaulo and

Fredman (1998) added that “nonverbal communication is the dynamic, mostly face-to-face

exchange of information through cues other than words”. Likewise, Burgoon, Buller and

Wooddall (1989) added that nonverbal communication is the unexpressed dialogue which

includes the messages conveyed beyond the words.

2.3.1. Importance of Nonverbal Communication

Undoubtedly, the presence of nonverbal features is a matter of everyday

encountering. It is unthinkable and unnatural to create and convey messages without the

combination of utterances with the nonverbal cues. Essentially, the chief function of NVC is

to maintain and enrich social interaction.

At present, the investigation of nonverbal communication cues is immensely relevant

to a large variety of fields: psychology, linguistic, anthropology, sociology, and education

are among the main areas which can be closely related to the subject of NVC. The relevance

of this lies in relation to the practicability of the usage of nonverbal features that can be

observed, for example, in classrooms, courtrooms, hospitals, and so on.

Evidently, and as suggested by Hinde (1976), if people become more aware of the

effects of nonverbal communication -that is to say, possess more knowledge of the nonverbal

signals they emit- together with the impressions they give when sending and receiving

nonverbal messages, people can certainly manage better the use of nonverbal features, and,

as a result, to ameliorate the communicative process. (p. 24)

2.3.2. Encoding and decoding processes

The above mentioned processes of sending and receiving or, in other words,

producing and comprehending these messages are denominated encoding and decoding

correspondingly. Encoding is defined by Ambady and Rosenthal (1998) as the “display of

nonverbal behaviors that may be decoded by others”. On the other hand, the same author

defines decoding as the “detection of true feelings, states, or messages from observed

nonverbal behavior” (p. 775)

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According to Duck and McMahan (2012) the process of decoding is identical to any

other process of interpreting a message, this means that people observe behaviors performed

and give meaning to them. On the contrary, encoding is quite more complex than the former.

Encoding is nearly related to the inner feelings and emotions, which most of times cannot be

hidden. The authors then highlight that skillful encoders, who are conscious of the use and

significance of nonverbal behaviors when communicating, are quite successful in a great

number of situations which require an expected and convincing performance. A clear

illustration of this fact is when a talented actor attempts to look sad and he persuades the

audience effectively (Duck & McMahan, 2012). Another quite significant example is when

teachers are in front of a class; they have to make themselves believable, trustful, and

engaged, not only with the subject but also with the students’ affective and cognitive needs.

As it was said before, people utilize nonverbal cues to communicate by encoding and

decoding messages. Burgoon, Buller, and Woodall (1989) as cited by Allen (1999) point out

two manners by which nonverbal features are related to the emission of messages and

contribute to language interaction. The first one is “to mark units in which utterances are

produced”; the second way is “to help the speaker activate and recall words, thoughts,

images, and ideas that become part of the utterance” (Allen, 1999). In addition, it can be said

that nonverbal behaviors and features facilitate the entire instance of communication by

providing clues of the context of face to face conversation and also highlighting attention to

what may be the most relevant piece of information.

2.3.3. Nonverbal Behaviors as Communication itself

Nonverbal communication and nonverbal behaviors have been often treated

inseparably. Being regarded as the communication between two people or more, employing

more than mere words; nonverbal communication is studied by experts who are deeply

concerned about the relevance these behavioral cues have for human interaction and for the

development of social relationships (Kendon, Sebeok, & Umiker-Sebeok, 1981). As a matter

of fact, there is an extensive discussion in determining if nonverbal behavior should be

considered communication by itself or if it should be appointed with a communicative

characteristic (Kendon et al.1981, p. 8). People behave in certain ways according to different

contexts and these behaviors somehow, communicate.

9

2.3.4. Nonverbal Behaviors Awareness

Nonverbal communication examines the variety of behaviors that human beings

exhibit when interacting. Some of these are voluntary and others involuntary, since we are

not conscious of their execution during the discourse, neither of the effects they may have

for our listeners. As Knapp, Hall and Horgan (2012) point out:

Sometimes human beings have time to plan their responses. Sometimes it is important

for them to respond rapidly when a great deal of information is impinging on their

senses. When this occurs, people are unaware or dimly aware of why they responded

as they did. (p. 10)

Ambady (1998) amplifies the argument of the unconsciousness of nonverbal behaviors by

saying:

Such communication is often subtle, uncontrollable, spontaneous, rapidly and

unconsciously communicated and interpreted (…) although nonverbal

communication can be controlled to adhere to cultural display rules (norms that

regulate the expression of emotion) and to meet certain personal goals such as

impression management or deception, such communication is generally a more

automatic rather than controlled process. (Nonverbal Communication, p. 775)

2.3.5. Cultural Factor

Aside from these natural, innate behaviors, people often regulate themselves

following established patterns of performances in determined contexts. These regulations

were firstly defined by Hall (as cited by Mehrabian, 2007) and described as implicit

assumptions which people make in order to interpret other people’s behaviors. Due to cultural

differences in, for example, body proximity acceptance, these cultural nonverbal behaviors

can make the interaction quite more strenuous (Mehrabian, Nonverbal Communication,

2007). Though these intercultural or subcultural distinctions may affect gradually the

communicative instance, there is no further study in relation to the issue. Recently, a theory

denominated Neurocultural refers to the cultures’ rules that somehow moderate nonverbal

expression such as the facial ones (Kendon et al. 1981).

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2.3.6. Personal Goals when Communicating

In regards to the individual aims that people have to express themselves through the

nonverbal language, if these goals are factually intended to reach an objective; their

effectiveness depends mainly upon the receiver’s interpretation of the messages. However,

due to many factor these nonverbal cues, which are supposed to suggest certain meaning, can

be miscomprehended or interpreted wrongly.

Much of what is conveyed will depend upon what the speaker (encoder) and the

listener (decoder) share in relation to the context of interaction, the information they possess

and the relationship. (Knapp, Hall, & Horgan, Nonverbal Communication in Human

Interation, 2012) Evidently, this set of nonverbal cues is not apart from the combination of

words that are selected by the encoder and which are going to be involved in the interpretation

of messages; furthermore, it is possible to refer to an interplay process which gives, as a

result, human communication.

2.3.7. The Relevance of Consistency

If attempting to communicate something verbally when the expression of nonverbal

cues fails to be coherent, the decoding of the message would result into confusion and

misunderstanding. This aspect of nonverbal communication is referred to as the

complementary characteristic. As Knapp et al. (2012) states “nonverbal behavior can modify

or elaborate on verbal messages. When the verbal and nonverbal channels are

complementary, rather than conflicting, our messages are decoded more accurately.” (Knapp

et al. p. 18)

Mehrabian (2007) supports this idea by saying that “although the exact degree of this

consistence cannot be established readily because it differs for different persons, situations,

and types of behaviors, it is nevertheless legitimate to consider such behaviors

communicative.” (p. 3) In addition, Burgoon (as cited by Manusov and Patterson, 2006) states

that nonverbal communication is an integrative process including both verbal and nonverbal,

however if both are incongruent when they are produced, the recipients will tend to rely more

on the latter than in the words uttered.

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2.4. Classification of nonverbal communication

Non-verbal communication is divided into several categories and subcategories,

which have been named under a number of denominations; nonetheless, most of them share

the same definitions and characteristics. According to Elfatihi (2006), NVC is divided into

four main categories: kinesics, proxemics, oculesics and facial expressions.

Firstly, kinesics refers to the use of body movements and gestures during

communication. Gestures are an essential part in human interaction, as they are usually

referred to as “the silent language”. These two kinesthetic features are regarded as the most

efficacious method of communication, owing to the fact that they make interaction more

interesting among human beings.

Secondly, proxemics refers to the manner in which people manage physical space

while interacting. The attitude that people have when communicating conveys different ideas

about their personality, point of view, and the relationship that exists between interlocutors.

Thirdly, oculesics has relation with the use of eye contact during the communicative

process. The organs of sight are very important features in the human body, not only for the

function they have, but for communicational purposes as well: through the eyes, people are

able to convey ideas. Last, but not least, facial expression refers to the use of all the

demeanors able to perform by the face while interacting.

Darn (Aspects of Nonverbal Communication, 2005) proposes a different

classification for NVC, which is divided into the following categories: kinesics, proxemics,

haptics, oculesics, vocalic, facial expression, posture, olfatics, silence, adornments, and

chronemics.

On the one hand, kinesics, one of the most well-known categories, focuses on body

movement and gestures used when maintaining communication. On the other hand,

proxemics is related to the manner how humans utilize and manage the space when having a

conversation or any kind of intercommunication. In relation to this category, Knapp and Hall

(as cited by Duck and Mcmahan, 2012) added the concept of Territoriality, that is, the setting

up and maintenance of space that the speakers assert for their personal use. At the same time,

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they established three kinds of territory: primary, secondary, and public. Primary territory is

concerned with the space speakers own or the control they have over it. In other words, the

way speakers control the space will let others know how the speech maker will be able to

manage her or his environment. Secondary territory is focused on the use of space that does

not belong to the speaker; although it is linked to the speaker since it is used daily. Finally,

the public territory is a space open to any person; however, it is obtainable for the speaker’s

non-permanent occupancy. In some occasions, secondary and public territory can be

entailing the same type of space, always depending on the circumstance.

The next category in Darn’s classification is haptics, which is concerned with the use

of touch for reflecting the mood or intention of the interlocutor when emitting ideas or

emotions. Oculesics is concerned with eye contact, which helps to convey the intention of

the message, even if it is not explicitly mentioned in the verbal form. The following category,

vocalic, deals with tone, pitch, timber and volume of the voice, that is to say, all the

suprasegmental features of speech that help to clarify the understanding of the pieces of

information emitted by a person. Next, facial expression refers to all the gestures and

movements of the muscles of the face. Posture is related to the position and orientation the

body takes during the process, while olfatics is concerned with the use of smell while

communicating. Additionally, the category of silence implies the absence of oral words

where all the messages are sent by means of nonverbal cues. Adornments are related to

physical features such as clothes, hairstyle, or jewelry. Finally, chronemics is focused on how

people manage the time during conversations or any other type of communication.

Following with the different types of classification for NVC, Allen (as mentioned by

Kruger, 2009), establishes a subdivision similar to the one proposed by Darn, albeit Allen’s

is more abridged. In principle, both refer to similar elements; however, Allen replaces

adornments for artifacts. Here, Allen refers to physical objects that aid the communication

process, while Darn makes the distinction with the accessories worn by the speakers, which

help to find out about personality traits, or beliefs.

Additionally, Rapoport (1982) also establishes a categorization for NVC, where he

proposed the following categories: face and facial expressions, body positions and postures,

touch, gaze, voice, sounds, gestures, proxemics, spatial arrangements, and temporal rhythms;

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the latter dealing with the manner in which interactions are carried out in terms of time.

Similarly, to the previous classifications and categorizations, another one is established by

Williams (1997) who used the following concepts: proximity, touch, eye contact and eye-

gaze, facial expression, gesture, body posture, and hand movements. In this case the concepts

are dissimilar, but they refer to the same components described by Elfatihi.

Furthermore, two Chinese researchers have made attempts to subdivide the elements

pertaining to NVC. On one hand, HeDaokun (1988) sums up the classification as: time

language, which is focused on time management; space language, a category similar to space

management; body language; and voice modulation, which resembles vocalics and

environment. On the other hand, Bi Jiwan´s (1999) suggests the following arrangement: body

language, which encompasses posture, gestures, manners, and all the movements produced

and performed by the human body; paralanguage, which refers to all the variations of the

suprasegmental features of speech; object language, which deals with smell, clothing,

furniture, and so on; and, environment language which includes space, time, and all the

effects the human race produces on nature.

In addition to the variations in concept sub-categorizations, there are other kinds of

categorizations for NVC that are established as general ideas. Precedents of this matter are

Knapp and Hall (2010), who divide NVC into three main units: environmental structures and

conditions, physical characteristics, and behaviors. The first one is related to the physical

and spatial environment that surrounds the interaction. The second one, physical

characteristics, refers to the physical features and the external attributes of the people. The

last one, behaviors, is connected to gestures, posture, touching, facial expressions, eye

contact, and vocal behavior.

2.4.1. Types of messages

Nonverbal communication can be produced in several manners. There are two

classifications for the unspoken messages: ones originated from movements of the body, and

others generated by the broad setting. The former category embraces nonverbal features that

have mentioned and defined in previous chapters such as facial expressions, body movement,

posture gestures, eye contact and touch. The latter is correlated to several distinct aspects.

15

First, it is considered the personal space, referring to the distance that people put

among themselves in particular situations, and which is often a reflection of the relationship

between the participants. The distance perceived is able to communicate divergent kind of

messages by itself, such as intimacy, anger, affection, emotion, coldness and so on. Secondly,

there is locomotion. It alludes to the kind and line of movements in a specified physical space,

in other words, the manner a person does the body motion and which give evidence of the

feelings and emotions of the interaction’s partakers.

On the third place is pacing. This conceptualization refers to the amount of time the

decoder of the messages actually understands and reacts to nonverbal stimuli produced by

the other participant. Fourth, there is the strategic use of the voice and its features. It is

worldly known that the voice, including variations in pitch, distinct rhythms, tone and volume

can, as a matter of fact, demonstrate; thus communicating speakers’ mood, intentions and

emotions lying behind the words.

Fifth, there is the category of physiological responses, a complex category that is

impossible to manage voluntarily, due to the fact that it is related to the way in which people

experience emotions. Finally, adornment is related with the accessories that are used by the

individuals during a communicative occasion.

2.4.2. Kinesics

As it was mentioned before, kinesics refers to all types of body movements that are

able to occur due to the physical and muscular form of the human anatomy. These motions

include all actions that are performed physically as a result of a psychological state, and

which are produced in form of gestures, postures, facial expressions and touch.

According to Axtell (as cited by Elfatihi, 2006) gestures are extremely significant for

the human interaction since they are able to enliven conversations, contributes to avoid

misunderstanding, and also add components related to feelings and emotions to the messages

expressed. Axtell divided gestures into three categories: instinctive gestures, coded gestures

and acquired gestures.

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Instinctive gestures are the demeanors that human beings perform unconsciously.

This kind of gestures can be considered as more global than the other two categories, as some

of them are universally understood by numerous people. Coded gestures are more particular

than the others, since they are shared by a group of people only, who often perform a specific

role or have a profession in common, that is to say, these gestures will be grasped mainly by

the subject people who participate in the same activity or possess similar characteristics.

Finally, Acquired gestures are created and performed by a specific community and it

is highly related to the cultural background. The complexity of this type of gesture relies in

the association between the body signal and its implied meaning; if there is inconsistency, it

may result in misunderstandings during interaction. Moreover, gestures can be either local

or universal. The former are used and are understood by people of specific countries or

regions. The latter are understood all over the world, they are gestures that can be

comprehended by people of different places, because they do not belong to a specific

community. In addition, these body signals are often popularized through the mass media

such as television or internet.

Facial expressions are also a relevant component of kinesics. Their significance relies

on the direct effects they have during interaction. Facial cues are the first notions that offer

crucial information to the recipient of messages. As it was mentioned in a previous section,

the human face is the most complex component of the body; while interacting with society,

most of the ideas and messages are carried out by the countenance. And once again, in the

same way as feelings and emotions, facial expressions can be globally understood.

According to Haller and Rambaud (as cited by Elfatihi, 2006), facial expressions are

divided into five categories: basic expressions, secondary expressions, reinforcing

expressions, relative expressions and complementary expressions.

Basic expressions are related to the whole range of facial expressions that can be

performed. These can be connected to either positive or negative emotions, such as

happiness, anger, astonishment, among others. Secondary expressions are related to facial

expressions that can only be produced by adults due to their complex nature. This category

is also divided into positive and negative expressions, such as admiration or despair.

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Reinforcing expressions are used to strengthen the meaning or the idea the person wants to

convey verbally. Relative expressions have the function of “relating different other

expressions or giving them a distinct characteristic like remembrance, helplessness, satiety”.

Lastly, complementary expressions are expressions that are used in very precise events;

therefore, interpreting and analyzing them is a quite complicated matter.

In some classifications, touch is a component of NVC on its own; however, some

classifications include it as part of kinesics. Touch always expresses ideas or messages,

particularly the ones related to emotions, either positive or negative.

2.4.3. Functions of NVC

In a project carried out by The Children’s Palace, funded by the Lifelong Learning

Programme of the EU, it is stated that verbal and nonverbal messages can interact in six

manners: Repeating/emphasizing, conflicting/contradicting, complementing, substituting,

regulating and accenting/moderating.

Repeating, or emphasizing, refers to the use of gestures with the aim of empowering

the verbal message. For example, it occurs when a person raises or lowers the voice

depending on the idea to be conveyed. Conflicting, or contradicting, is directly related to the

comprehension of the message, as sometimes it is not clear enough, producing

misunderstandings. In these situations they are recognized as mixed messages, owing to the

fact that the verbal aspect is not coherent with the nonverbal cues projected by the speaker.

This lack of coherence is also known as double-message.

Contrary to conflicting, the function of complementing refers to the precise

interpretation of ideas and messages, which are understood in a better manner when

nonverbal and verbal communication complement each other, that is to say, they are coherent

between them. Next, substituting is a function that has more connection with NVC than the

previous ones, since it considers the kind of messages or ideas that can be conveyed without

the use of verbal communication. In other words, nonverbal features substitute the spoken

word. This is possible because many body movements are connected with specific intentions

and ideas.

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Regulating has relation with how nonverbal cues are capable of managing the

interaction between two or more people. Lastly, accenting or moderating is concerned with

the nonverbal signals that are responsible of altering the comprehension of the verbal

messages sent by a person.

Following a similar line of thought, Duck and Mcmahan (2012) establish six

functions of NVC that are tightly linked to verbal functions, since verbal and nonverbal

functions support each other during a communicative process. These functions are:

Repeating, substitute, emphasize, moderate, contradict and punctuate.

Firstly, repeating deals with the reiteration of a verbal cue that is reinforced with a

nonverbal signal. Secondly, substitute focuses on the replacement of a verbal message with

a nonverbal one. Thirdly, emphasize is connected with giving stress to a verbal message by

means of gestures of diverse type. Fourthly, moderate is in charge of moderating the

interaction. Fifthly, contradict refers to the incoherencies that in the messages, when words

are not consistent with what the speaker expresses through nonverbal behavior. Finally,

punctuate is related with how to speak to other people, for instance, how to start or finish a

conversation, and so on.

Ekman and Friesen (as cited by Mehrabian, 2009) proposed five categories related to

the functions of NVC: Emblem, Illustrator, Affect display, Regulator and Adaptor.

Emblem refers to all the nonverbal cues that can be correctly translated into words.

Illustrator refers to the parts of the speech, and focuses on giving emphasis to the verbal

aspect of the message. Affect display deals with emotions that affect the interaction, such as

contentment, annoyance, astonishment, terror, revulsion, unhappiness, and attentiveness.

Regulator is the function that refers to the actions that aid to begin and finish turns in an

interaction; thus, this function becomes a useful tool for the speakers, as it allows them to

know if the person will keep talking or if the conversation will come to an end. Adaptor is

connected to body movements, referring to actions that are linked to the contentment of body

requirements, such as moving into a more pleasant position.

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Last, but not least, Hargie, Dickson and Tourish (1999), also propose a categorization

of functions of NVC. This classification is divided into four classes: replacing verbal

communication, negotiating relationships, regulating conversations and contextualizing

interaction.

Replacing verbal communication is related to all the forms of NVC that are used as a

substitute of a term or expression, especially when verbal speech is not practicable.

Negotiating relationships is based on the relation that exists between the speakers; for

instance, if it is affirmative or negative, equal or unequal, presence or absence of power and

control, among others. Regulating conversations is based on how the speakers organize the

conversation, such as turn taking or pauses. Finally, contextualizing interaction deals with

the way human beings interact and get their ideas across, that is to say, the manner how social

circumstances are carried out.

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2.5. Nonverbal communication in the educational context

So far it has been mentioned what non-verbal communication is, compared to its

verbal counterpart; how it is seen in regards to the different fields of academic research

interested in its characteristics, as well as its importance in society and culture. Since

education is an essential part of every society, it is implied that NVC plays an outstanding

role inside classrooms, having some degree of impact in the relationships that are developed

among the members of the educational community, in addition to affecting the teaching and

learning processes that occur inside classrooms.

2.5.1. School culture and nonverbal communication

Schools are made of complex networks of relationships that involve every member

of them. In this sense, they function as mini-societies that have a culture of their own, norms

and conventions that regulate behaviors and interactions inside this environment.

Communication –especially nonverbal- is heavily influenced by these social conventions

established by the educational institutions, which go through a range from how to address

peers or superiors, to the expected behaviours, methodologies, or even the dress code.

However, nonverbal communication is not limited to its function in the application of

norms and conventions at school level: classrooms are buzzing fields of nonverbal cues from

teachers and students alike, each conveying different feelings, moods, or dispositions (Boyd,

2000). This makes communication in the classroom an intricate process that requires sharp

skill at detecting and decoding behaviors that are able to enhance the learning process, or

become harmful to the class. These positive and negative signals not only come from the

students, but teachers convey them too. Following this idea, and taking the role of educators

in the classroom into consideration, the nonverbal signals affect the disposition of the

students for good or for worse (Andersen, as mentioned by Boyd, 2000); hence, the

importance of the teachers’ mastery in how to manage what they communicate with their

manners and their presence.

In an educational context, communication plays a key role. Both verbal and nonverbal

languages are employed simultaneously in order to offer better and simpler manners to

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acquire certain knowledge of the language. It has been largely mentioned that students’

achievement of the goals in a course do not merely depend on the quantity of contents they

receive; as a matter of fact, it is the teacher’s means and manners of sending the information,

which open more possibilities to obtain a fructiferous comprehension.

In the educational speech or during communication education (Manusov & Patterson,

2006) emphasis is given to the nonverbal features which should compose the teachers’

repertoire daily, and consciously. Nonverbal communication has an immensely crucial role

in the teacher-learner relationship. Teachers should be aware of this fact, since each single

movement or gesture produced during the class can truly affect students’ cognitive and

affective learning, especially as learners are very vulnerable to perceiving these traits.

Managing the sending of nonverbal signals or behaviors, along with being tuned up

to receive the students’ messages, constitute essential tools by which teachers can enhance

classroom communication, and somehow guarantee more effectiveness during the teaching

process. Teachers’ nonverbal cues are expressions of their feelings and emotions towards the

students, the subject, the learning process, the target language, and education itself. At the

same time, students can create impressions and beliefs from teachers’ attitudes; these

interpretations can be either positive or negative in various senses, being the uppermost of

the outcomes the fact that nonverbal behaviors can interfere tremendously in students’

learning process, in cognitive and affection terms.

“Teachers express enthusiasm, warmth, assertiveness, confidence or displeasure

through their facial expressions, vocal intonation, gestures and use of space. Teachers

reinforce or modify student behavior by their use of smiles, winks, frowns and scowls.

When teachers exhibit verbal messages that conflict with nonverbal messages,

students become confused. This confusion often affects their attitudes and their

learning.” (Miller, 2005)

The substantial influence that NVC has inside the classroom has been studied by

many experts for the two last decades. Many agree with the fact that, though both verbal and

nonverbal languages have substantial significance during the classroom communication, it is

the former which has a direct connection with the delivery of the content (Manusov &

22

Patterson, 2006, p. 424). However, this does not suggest that nonverbal features have no

relevance; on the contrary, articulation of nonverbal cues have great repercussion in regards

to the affective learning of students, that is to say, attitudes and emotions towards the subject

and the teacher himself. This is considered as essential for students’ progress.

2.5.2. A Historical Overview of NVC

From the 20th century onwards, the approaches for teaching foreign languages have

been thoroughly transformed, responding to the latest research and needs of the society of

each period of time. These advances brought several updates regarding how to teach

language, what techniques to use with different learners, what skills should be emphasized,

among others. Similarly, each trend brought with it changes in the role that teachers play

inside the classroom, as well as the functions they must fulfil. This section, based in the work

of Richards & Rodgers (2001), will give a brief explanation of how the role of the language

teacher has evolved since the times of grammar-translation onwards, to subsequently explain

the current views in the matter, from the perspective of the most popular methods and

approaches.

2.5.2.1. Grammar Translation Method

This approach, which reached its popularity by the end of the 19th century and the

first decades of the 20th, did not require teachers a great effort or demands (p. 6). Teachers

presented the grammar rules of the target language in the mother tongue; afterwards, students

translated sentences and texts. This method brought many frustrations to students, but it was

convenient for teachers.

2.5.2.2. The Direct Method

This method saw its birth during the 19th century too, and it proposed utilizing the

target language completely, without using the mother tongue of the learners (p.11). In this

sense, teachers were required more strategies inside the classroom. The guidelines proposed

by Titone (as cited in Richards & Rodgers, p. 12) regarding the teaching of the language,

state that a teacher should be a demonstrator, questioner, planner, and motivator.

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2.5.2.3. Oral approach and Situational Language Learning

This approach to language, developed in the first half of the 20th century, is teacher-

directed (p.43). Here, the teacher has a different role depending on the stage of the lesson:

the teacher is required to be a model of language, a creator of situations to use it, and a

“manipulator”, that is, a person who conducts the students to elicit correct answers.

2.5.2.4. The Audio-lingual Method

As in the previous method, the role of the teacher in the audio-lingual method is

“central and active” (p.62). In this case, the teacher has the function of modelling language,

controlling, and monitoring learners’ responses and performance. The teacher should also be

a motivator and keep students engaged by varying the rhythm of the lesson, as well as the

activities.

2.5.2.5. Total Physical Response

Popularized on the 70’s, the teacher has a role that differs from the previous methods

and approaches already mentioned. Teachers are not required to teach in the strict sense of

the word, but are required “to provide opportunities for learning” (p.76) by exposing students

to the target language and meaningful input. Feedback is given in a similar manner to how

parents correct their children in early stages of language development; slow at the beginning,

but increasing over time.

It can be said that, since the times of grammar translation, the role of the teacher has

changed quite a lot over time: from mere transmitters of information and zero use of the

target language, to beings who actively used language and motivate learners. However, what

these methods have in common is that they are strongly teacher-centered, him/her being a

figure of power and wisdom. Additionally, in terms of their role related to non-verbal

communication, the ones that take more advantage of this feature of language are Total

Physical Response –which is based on movements and mimic over producing oral language-

and the direct method –which has acting as one of its core guidelines.

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2.5.2.6. Communicative language teaching

In this approach, the teacher has many roles that put into the evidence the multifaceted

nature that he/she should have. Breen and Candlin (as mentioned by Richards & Rodgers, p.

167) name two main roles: facilitator (of communication) among the participants, and acting

“as an independent participant within the learning-teaching group”. Additionally, Richard &

Rodgers name other three roles of the teacher within this approach: Needs analyst,

counsellor, and group process manager. By needs analysts, the authors refer to the necessity

of the teacher to assess the weaknesses, strengths, and motivations of the students,

individually, in order to plan lessons. By counsellors it is stated that the teacher “is expected

to exemplify an effective communicator seeking to maximize the meshing of speaker

intention and hearer interpretation” (p.168) by means of varied strategies. The group process

manager role requires the teacher to “organize the classroom as a setting for communication

and communicative activities” (p. 168). Learners interact between them, and the teacher

monitors and encourages them, but avoids correcting errors as the main goal is to develop

fluency.

Besides the view of CLT, Harmer (2001) defines 8 roles that the EFL teacher has in

the classroom, which depend on the stage of the lesson, the kind of activities that are

developed, the methodology used, and so on. These roles are: controller, organizer, assessor,

prompter, participant, resource, tutor, and observer.

First, controller is described as the one who leads a teacher-centred kind of classroom,

who commands the activities, and the dynamics in the classroom (p. 58). It is also noted that

this is the most common role in educational institutions, as it is easy to maintain because

teachers being very comfortable in it. Second, organizer refers to the role where the teacher

has to organize how activities are to be carried out, how groups of work will be distributed,

telling the instructions clearly, etc. Harmer claims that this role is especially important to

master (p.58), as it requires engagement, instruction, and providing feedback as well, which

are crucial for clear understanding. Third, assessor refers to giving feedback, correcting and

assessing the students (p. 59). Fourth, the role of prompter is described as helping out

students by offering suggestions in form of words, phrases, etc. to help the oral and written

production in a discrete manner (p.60). Fifth, participant is a role that refers “to join in an

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activity not as a teacher, but also as a participant in our own right” (p.60), collaborating with

students instead of just offering help. Sixth, the role of resource is the one that appears in

activities where students are working on their own, but still need input from the teacher in

terms of language, or where to get specific information (p.61). Seventh, as tutors, teachers

play a role that mixes the resources and prompter ones, by “pointing them in directions they

have not yet thought of taking” (p. 62). Finally, observer is the role of paying attention to the

students’ performance in order to provide feedback, or checking how our attitudes when

handling the classroom affect the reactions of learners (p.62).

Harmer also mentions an additional role: the teacher as performer. Here, he states that

teachers tend to change inside the classroom, staging a performance where they are more

energetic, encouraging, and expressive than how they behave when they are not teaching

(p.63-64). He emphasizes that mimics and gestures are of determining significance in this

role, since it resembles what actors do on stage, but transferred to an educational context.

Through the nonverbal cues, teachers can perform the different roles, help to clarify meaning,

and develop a good rapport with learners.

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2.6. Nonverbal communication and the EFL Classroom

While non-verbal communication pertains to every aspect of education as we know it

today, in the English as a foreign language classroom it takes a special importance in terms

of getting meaning across, as well as encouraging the development of a second language.

2.6.1. NVC and attitudes

Nonverbal signals communicate more than what teachers and students are willing to

communicate. Postures, facial expressions, or the tone of the voice send loads of information

to the receivers which are likely to be understood, and provoke a reaction. Different signals

send different messages, and several assumptions can be made by looking at them (Elfatihi,

2006). Teachers can perceive if their students are bored or uninterested in the topic by paying

attention to their behaviors or the way they answer. Similarly, students are able to detect the

mood of their teacher, the level of engagement with what he or she is teaching, as well as the

level of interest in the subject matter and the learners. This idea emphasizes the need for

teachers to be aware of their nonverbal cues, in addition to have some degree of knowledge

of what certain signs mean in order to avoid them in the classroom.

Firstly, the teacher’s attitude is crucial for fostering good disposition towards

learning, creating a welcoming environment that stimulates curiosity. Richmond and

McCroskey (as mentioned in Boyd, 2000) stated that the nonverbal behavior expressed by

the teacher should be used to bring enthusiasm towards learning of the specific subject, so

students would have a positive attitude, being more willing to listen and learn (p.24). In the

context of EFL, this statement takes further relevance, for students need great encouragement

to learn a language that is not spoken in their immediate environment. For instance, subjects

like science or maths appeal to knowledge that has a connection with their lives, and they are

fully aware of the uses that they might have in practical situations. On the contrary, English

might be seen as a strange component in places where it has the status of foreign language,

as it means that students do not have the opportunity to speak it outside the classroom;

therefore, there are no processes of acquisition, nor the environmental motivation to learn

something they are not sure will be useful in their lives. For this reason, teachers need to

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manage nonverbal behaviour in such a way that aids the teaching practice, especially in

beginner classes (Burk and Leblanc, as mentioned by Elfatihi, 2006, p. 20).

2.6.2. EFL Teacher Immediacy

Although, it is frequently hard to measure behavioral variables performed by teachers,

when referring to nonverbal features present in the teaching context, the first concept that

comes up as relevant to take into account for this study, is immediacy. This concept is

originally explained by Mehrabian (as cited by Andersen, Andersen, & Jensen, 1979, p. 153)

defined immediacy as the “abbreviated approach behaviors that communicate availability

and attentiveness”. Later on, Mehrabian (as mentioned in Velez & Canon, 2008) expanded

in his definition by stating that immediacy is “communication behaviors that enhance

closeness to and nonverbal interaction with another”. Such nonverbal behaviors produced by

teachers have different type of reactions in student’s attitudes.

Immediacy can be verbal and nonverbal, and its implications are directly related to

teachers’ efficacy and consequently, students’ success. Richmond and McCroskey (as cited

in Manusov & Patterson, 2006) emphasize the influence that immediacy has in educational

contexts by stating “the more communicator employ immediate behaviors, the more others

will like, evaluate highly and prefer such communicators (…).” On the contrary, if teachers

as communicators do not display great levels of immediacy towards students, they are more

likely to be reckoned as ineffective or incomprehensible.

As stated by Richmond, Gorham, and McCroskey (as cited in Velez & Canon, 2008),

nonverbal immediacy conveys affective aspects related to the language, such as warmth,

closeness and belonging, and it is based on the notion which states that teachers’ nonverbal

behaviors can influence and produce on students feelings related to arousal, pleasure or

dominance. These moods are moderated through the variables of body proximity, facial

expressions, and body movements in general terms. Andersen (as cited in Velez & Canon,

2008) concludes that the effects of nonverbal immediacy are extremely valuable, since the

more immediate the teacher is to his students, the more likely the teacher will communicate

positively through smiling, engaging with proper eye contact, as well as applying overall

body gestures and movements.

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Immediacy can also be connected to a motivational theory denominated the

Avoidance Approach, which simply emphasizes the fact that people avoid other individuals,

objects or circumstances that they do not appreciate or are not delighted with. Contrarily, the

theory argues that people tend to move towards objects or situations which they perceive as

comfortable, so they participate willingly. This is supported by the notion that the emotional

system has a junction with the brain that indicates the tendency to approach or avoid.

Emotions are evidently relevant when nonverbal behaviors appear; all emitted signals are

expressions of the emotions, and teachers clearly should be in control of this emission of

nonverbal messages. Richmond et al. along with Weiner (as cited by Velez & Canon, 2008)

describe and relate the relevance of this theory and immediacy as

Approach-avoidance, a component of the behavioral drive/reinforcement theory that

has been used to describe immediacy as the manner in which students either seek out

and feel comfortable when interacting with a teacher, or avoid and are apprehensive

of the instructor.

According to Richmond, McCrokey and Hickson (2012) immediacy is the creation

of proximity in a sense of affection, indivisibility between speaker and listener. When people

communicate, and there is evidence of immediacy between senders and recipients, there is

also a sense of mutual interest and attentiveness; in other words, there is attraction between

them, having effective communication as a result. Richmond, McCroskey, Kearney and Plax

(as cited by Boyd, 2000) ascertain that immediacy is extensively and primarily associated

with the cognitive area implied in the learning process. This interconnection is made by the

ability of teachers in engaging students in their own education, to value the acquisition of

knowledge. According to Roach, Cornett-Devito and Devito (as cited in Boyd 2000),

although the verbal reception of messages has great impact in the students’ learning

processes, it is the NVC displayed by teachers which seems to be more productive for

obtaining the expected results by far. Furthermore, this is supported by Butland and Beeber

(as cited in Velez & Canon, 2008) who stated that nonverbal immediacy has proved to

increase students’ cognitive comprehension of the contents, as well as facilitating the

information recalling. It also enhances the affective learning, together with influencing

students’ perceptions and attitudes towards the teacher, his competence and effectiveness.

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The manifestation of nonverbal immediacy development, as mentioned previously,

can bring both positive and negative results. Building up a good relationship with students is

extremely significant for setting a comfortable and beneficial environment, which will

instantly prompt guidance to the rhythm of the lessons. The development of student-teacher

closeness is a proof of confidence and involvement, which can be fruitfully enhanced by

fostering an appropriate nonverbal immediacy level. On the contrary, when behaviors

performed by the teacher are incongruent with verbal language and body language signals

are not well chosen, this can result into a cold-distant relationship.

As mentioned above, some of the fair aspects in which immediacy can be correlated

with are factors such as the students’ affection and their cognitive learning process, in small

classes as well as in numerous ones (Messman & Jones-Corly, Effects on Communication

Enviroment, Immediacy, Communication Aprehension on Cognitive and Effective Learning,

2001). Immediacy is also correlated with teachers’ competences on the subject. In the case

of the EFL trainer, not just related to the knowledge of the target language, but also the

abilities to reflect teachers’ care for students, and reliability (Thweatt, The Impact of Teacher

Immediany, Teacher Affinity-Seeking, and Teachers Misbehaviors on Students-Perceived

Teacher Credibility., 1999). The latter notion is tightly related to the increase in students’

willingness to participate, which may result from the enhancement of nonverbal immediacy,

thus confidence and emotional motivation (Rocca K. , College Student Attendance: Impact

of Instructor Immediacy and Verbal Agression, 2004).

Contrarily, if not enhanced assertively, immediacy may induce adverse responses and

attitudes from students. Firstly, there is a correlation between the scarce development of

immediacy between teachers and students with verbal aggressiveness in any form inside the

classroom (Rocca & McCroskey, The Interrelationship of Students Ratings of Instructors

Immediacy, Verbal Agressiveness,Homophily and Interpersonal Attraction, 1999). In other

words, it is more plausible that students can react rudely or sarcastically in front of a teacher

that they perceive as distant, than with a teacher who has exposed verbal and nonverbal

commending demeanor. Secondly, vague advancement in teacher-leaner immediacy can

prompt resistance in students towards the teacher and the subject itself. This condition is

quite determining for EFL trainers, since students may become reluctant to assimilate or drill

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the target language if they do not connect themselves with the teacher primarily (Kearney,

Plax, Smith, & Sorensen, 1988).

Clearly, communicative immediacy inside the classroom is an extremely relevant

factor that can ensure more teaching effectiveness. Richmond et al. (2012) suggest some cues

that can contribute with the development of learners-teachers’ immediacy4.

1. Mention the students’ positive characteristics when possible, making reference to the

teacher’s own personal views of the other subject. Always accompany these

observations with fair gestures and appropriate intonation to enhance closeness rather

than awkwardness.

2. Discover commonalities between the teacher and the pupil. Despite the age

differences, it is possible to find some aspects in which two people coincide. The

teacher should express emotionally and psychologically towards the students, in order

to obtain closeness and openness; additionally he/she should always be careful with

the physical distance or movements chosen.

3. Smile and eye contact are crucial when denoting interest and attention. Verbal

messages must be accompanied with appropriate nonverbal feedback.

2.6.3. EFL Students’ Motivation

The second concept that should be considered when analyzing the effects of

nonverbal communication is motivation. Vast and large is the list of areas which have

reflected upon the validity and significance of motivation; for that reason, a specific

definition of the target term is a complex task. For the purposes of this work, it is necessary

to establish, firstly, a differentiation between two other related concepts which are:

amotivation and demotivation. The former is the complete inexistence of motivation towards

the execution of an activity, and it may be accompanied by the belief of personal inability for

achieving a goal (Kaboody, 2013). The latter, according to Dörnyei (as cited by Kaboody,

2013) refers to a “reduction of motivation due to some specific external forces”. Furthermore,

4 Richmond, McCroskey, & Hickson (2012) Nonverbal Behavior in Interpersonal Relationships, 7th edition.

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demotivation can be striven by different strategies, scenario where the correct use of

nonverbal language might be very beneficial.

Motivation has been largely regarded as a pivotal component of the teaching-learning

process. Certainly, there are various factors that interfere in successful lessons. A several of

them are directly connected to teachers’ individual attributes such as personality, temper,

teaching style and behaviors (Joetze, 2008). Teachers’ behavior is among the most relevant

factors that influence students’ motivation or demotivation (Kaboody, 2013). According to

Brophy (as cited by Velez & Canon, 2008), teachers’ ability to manage time properly, as well

as the use of nonverbal messages and gestures together with verbal techniques offer the

possibility to rise the motivational intensity that learners may possess. Furthermore, the role

of motivation within the classroom can be related to enhancing students’ values and attitudes

towards the language, in addition to setting the expected learning objectives and goals to

provide constructive feedback (Joetze, 2008).

Teachers’ tasks inside the classroom might be innumerable; notwithstanding, there is

a major role which is to engage students to the contents of the subject, in this case, towards

the target language. In a study carried out among Hungarian EFL students (Dörnyei & Csizér,

1998), English teachers were assigned 51 motivational techniques to be tested among learners

for further research and appliance. The study produced, as a result, 10 final commands which

were frequently observed during the study, and that are suggested for teachers to increase

and maintain positive levels of motivation and engagement in the classroom. Some of these

commands are closely related to the nonverbal behaviors of the teacher. Initially, teachers

should perform exemplary behavior, since they are models for learners. Secondly, the

suggested commands assigned great significance to teachers’ nonverbal language in the

teaching process, particularly on the presentation of contents stage. The body can be the most

powerful tool to convey meanings or exemplify, and gestures and movements can be recalled

easily. The remaining suggestions are chiefly related to extrinsic factors, such as the

curriculum chosen for the course, the environment of the classroom, amid others.

Undoubtedly, preserving motivation is a demanding duty which can be as difficult as

awakening students’ motivation at the beginning; however, once the teacher has noticed what

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the students’ strengths, weaknesses, interests, and personality are, maintaining a high

motivation should be simplified.

2.6.4. Teachers’ Expectations

Teachers’ expectations over students can be communicated by a single glance, smile,

or gesture of encouragement or approval. This can have tremendous effects on students’ inner

motivation, and, consequently, in participation. There should be a healthy set of practices

inside the classroom which enhance this personal motivation supported by the teacher, and

once again, a key role is played by the appropriate and strategic application of nonverbal

language. This social interaction, constructed by verbal together with nonverbal messages,

meddles directly with the motivational factor, positively and negatively. This fact is

supported by Griffiths (2008) who declares that “In order to promote healthy interaction

between social and individual processes of motivation, it seems clear that there must be close

alignment between pedagogical goals and values, individual needs and interests, and peer-

related interpersonal goals. (p. 3)

It is an undeniable fact that body language communicates: everybody possess the

natural skills of nonverbal language, consciously or not, through a set of gestures and

movements. As Alison and Halliwell (as cited by Kaboody, 2013) state, teachers must

produce confidence and reliability in their students, so they can approach when they are in

need help or support. Teachers can or should detect students’ lack of confidence, low self-

esteem or any other relevant characteristic that may interfere with the flow of the class, as

that especially may demotivate the learners to participate or clear up their doubts.

Furthermore, in the same way teachers perceive students’ body expressions, they must be

very cautious when performing nonverbal cues inside the classroom when dealing with

demotivated students, since it is crucial to produce verbal and nonverbal sense of tranquility,

trustworthiness, and real care during the process.

Even though immediacy and motivation have been treated separately, there is an

undeniable and close relation between both factors, since the former can be considered a

means to reach the latter. As Richmond (2002) states “Increased teacher immediacy results

in increased student motivation” (p. 78).

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2.6.5. NVC and Classroom Management

Non-verbal communication is tightly connected to classroom management. Elfatihi

(2006) states that “One cannot talk about classroom management without referring to the use

of gestures” (p. 20). This belief has its grounds in the optimization of talking time for teaching

purposes (p.29). Sometimes, valuable time is wasted in trying to get a class in order for

starting a lesson, or transitioning to the next stage of the lesson. These situations can be

prevented by using gestures that the students are acquainted with by means of previous

teaching; in this context, the utilization of nonverbal cues is known as substitution (Singh

Negi, 2009). For example, raising the hand when silence is needed, pointing or extending the

hand towards a person who is asked to collaborate or speak, and so on. These gestures help

to maintain a steady rhythm in the classroom, without interfering with the verbal language

being taught.

2.6.6. NVC and its pedagogical uses for the EFL class

A chief function of NVC is to be a means to convey meaning in the foreign language,

and help understanding without the use of the mother tongue. Here, NVC plays a fundamental

role in language teaching, for gestures, body movements and facial expressions serve as

techniques to teach different aspects of the target language, especially in methodological

approaches such as Total Physical Response5 (Elfatihi, 2006), which has its basis in the

learning-by-doing assumption, relating the verbal part with the sensory-motor dimension of

learning, allowing students to utilize mimics and gestures. Regarding mime, Wright

(Storytelling with Children, 1995, p. 25) talks about its use in storytelling for English

learners, remarking that it “helps keep the children’s attention and helps the meaning much

clearer”. Additionally, McCafferty (as mentioned by Kruger, 2009, p. 84) claims that through

mimetic gestures learners can internalize the meaning of a word in order to communicate it

5Total Physical Response: Developed by James Asher, it is a language teaching method that follows

the idea of learning a foreign language in a similar manner than how children acquire their first

language; that is to say, by combining speech and physical motor activity, following commands

before producing verbal language (Richards & Rodgers, 2001).

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later, even if the student does not feel confidence in using it verbally. This resembles the

process of acquisition of L1.

Kruger (2009) also mentions Communicative Language Teaching 6 in terms of

introducing the use of NVC in the classroom, with the purpose of improving fluency, verbal

and nonverbal proficiency in the target language, and cultural behaviours of the foreign

society. Regarding the latter point, Brown declares that “the expression of culture is so bound

up in nonverbal communication that the barriers to culture learning are more nonverbal than

verbal” (p. 262); that is to say, using and teaching nonverbal communication features are

incredibly important steps towards achieving communication proficiency in the target

language.

Besides the view of these methodological approaches, the uses in the English

language class can go further. For instance, Gullberg (as mentioned by Kruger, 2009, p. 85)

argues that these nonverbal cues are more advantageous with beginner learners, rather than

high proficiency ones. Burk and Leblanc (as mentioned by Elfatihi, 2006, p. 20) hold a

similar opinion. An additional use for NVC in the EFL classroom is given by Elfatihi (p.25),

where he mentions that feedback can be given nonverbally, both positive and negative. For

example, thumbs up or down, head movements, etc. Also, there is the contributions of

Schahter (1981, as mentioned by Elfatihi, 2006), who supports the notion of providing

negative feedback nonverbally due to the fact that it is clearer for learners. Additionally, it

can be given immediately, and the teacher does not invest so much time in correcting.

6Communicative Language Teaching: an approach that considers the achievement of

communicative competence by means of using the language with communication and interaction

purposes (Richards & Rodgers, 2001).

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2.7. Storytelling in the EFL Classroom

2.7.1. Origins

Storytelling has been one of the most invaluable methods for trespassing wisdom and

culture across generations from ancient times (Hamilton & Weiss, 2005) across different

cultures. Nowadays, despite the existence of printing and recorded information in the written

form, storytelling still holds an important place in daily life as it is used as a medium to share

ideas and stories, even in informal situations. For instance, stories are told between parents

and their children, between classmates or co-workers, and the topics range from incidents

from their own lives, or about other people. Additionally, stories fulfill functions such

educate, inform or entertain. (Fitzgibbon & Wilhelm, 1998). Hoffer (as mentioned by

Fitzgibbon & Wilhelm, 1998) states that “stories give meaning to life”, since mankind is

constantly looking for a purpose for their own history.

2.7.2. Importance for language teaching

Similarly, it is said that stories can give meaning to learning. Wright (1995) follows

this idea by claiming that “stories help children to understand their world and share it with

others (p. 3); hence, the support that exists for storytelling as a pedagogical method, both for

teaching in the mother tongue as in the second/foreign language of students. In the EFL

classroom they take a special role for language teaching, as they are an important source for

input in the target language, with authentic, contextualized speech. Morgan and Rinvolucri

(as mentioned by Fitzgibbon & Wilhelm, 1998) declare that, by means of stories, “language

acquisition takes place more naturally”. Concerning this matter, Wright (1995) adds that they

are “motivating, rich in language experience, and inexpensive”; he also lists a series of

reasons that support their use in the language classroom.

Firstly, it improves motivation, as long as they are told in the right time, with the right

mood. Secondly, they have a clear purpose, and it gives the students an intrinsic reason to try

to understand what they hear. Thirdly, it develops fluency for the four skills, by combining

the storytelling with follow-up activities. This is supported by Morgan and Rinvolucri (as

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mentioned by Fitzgibbon & Wilhelm, 1998), who manifest that storytelling can improve

“listening comprehension, grammar presented in true-to-life contexts, and (…) encourage

oral production”. Furthermore, stories not only provide a linguistic basis to work with

children, but they also develop “awareness, analysis, and expression, (…) social studies,

geography, history, mathematics, and science” (Wright, 1995). Moreover, the teacher is not

the only one who can take advantage of this in a classroom setting, but students can act as

narrators as well. Whether the story is told by the teacher or the learner, it will affect the

narration in terms of grammar, pronunciation, emphasis, and gestures; therefore, the same

story can be told differently depending on who is telling it (Yang, 2011).

2.7.3. Characteristics of storytelling

Reading a story and telling it is, definitely, not the same. Hamilton & Weiss (2005)

affirm that the great difference between both techniques is that reading allow implies a

passive process, while storytelling is more fluent, and allows the teller to make full use of the

expression of the eyes, gestures, movements, sounds, among other nonverbal features.

Additionally, the relationship between the narrator and the audience allows the presence of

verbal and nonverbal feedback, creating a flexible, interactive environment. Shedlock (1915)

reinforce the need of watching the responses of the audience in order to “alter your story

accordingly”. In the case of the EFL classroom, these characteristics are of vital importance,

especially as they help to create a strong connection between the actions performed and the

target language, conveying meaning without making use of L1.

2.7.4. Nonverbal features involved in storytelling

Compton (2011) names several features that are actively used in storytelling. While

his work is mostly directed towards role-playing, there are many points they have in common

since both involve oral narrative. For instance, facial gestures together with eye contact

(oculesics) when speaking; posture to convey mood; variations in tone of the voice and pitch

as conversations develop; cadence, rhythm, and even sound effects. Additionally, the

movement of the hands is primordial for a good and effective storytelling (Shedlock, 1915).

Quintillian (as mentioned by Shedlock, 1915) argues that hands “almost equal in expression

37

the power of language itself” and “the language of the hands appear to be a language common

to all men”.

2.7.5. Style in storytelling

Lipman (1999) declares that there is no right way to tell a story, as every story and

every setting is unique. When adapting to the classroom setting, it occurs the same; therefore

the teacher must find a method that works for him/her that meets the requirements of the

learners. However, he clarifies that there are four jobs when narrating: uniting, inviting,

offering and acknowledging. Uniting refers to the task of getting the audience ready and in

the mood for a story. Inviting is awaking curiosity, or as the author states “take them from

room to room” where he “gives them an introduction that will draw them into the room”. In

other words, inviting deals with engaging and motivating the audience to get involved with

the narration and the characters. Next, offering means “let them experience the room on their

own”; this refers to sharing the story with the audience, showing what the story has to offer.

Finally, acknowledging is the job of the storyteller of finishing the story, waiting for

responses, eliciting reactions, and indicating that “it’s time to function as individuals again”.

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2.8. Hypothesis of the Study

1. If EFL teachers use nonverbal features properly during English lessons, both cognitive and

affective outcomes will be more positive than English lessons lacking NVC.

2. If EFL students are taught an English lesson exposing a series of features of nonverbal

communication, comprehension will be simpler and more effective, as well as being more

engaged to the class.

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3. Methodological Framework

40

3.1. Epistemological approach

After a deep and thorough review of the literature, the following step in the research

process is deciding on how to collect the vital information needed to approve or discard the

postulated hypothesis, choosing an appropriate instrument, as well as the method of

evaluation and analysis of the gathered information. The decisions taken in this stage have

as a requirement the provision of objective, reliable answers to the questions set in the

beginning of the research. For that reason, it is essential to have a clear picture of the

approaches, methods, and techniques available for researchers, in order to be able to develop

an accurate analysis of the reality.

To begin with, it is necessary to define what epistemology is, together with its

relevance to the research process. According to the Oxford Dictionary7, it is “the theory of

knowledge, especially with regard to its methods, validity, and scope, and the distinction

between justified belief and opinion.” Fumerton (2006) expands on this definition by stating

that epistemology pertains to “knowledge, evidence, reasons for believing, justification,

probability, what one ought to believe”. Furthermore, Audi (2003) mentions three different

types of grounding for a belief, each one represented by a question that sums up their point

of view regarding knowledge: casual grounding (“why do you believe that?”), justificational

grounding (“what is your justification for believing that?”), and epistemic grounding (“how

do you know that?). Denzin and Lincoln (2008) add another question to epistemology, which

is “What is the relationship between the inquirer and the known?” explaining the matter

further by stating that it “implies an ethical-moral stance toward the world and the self of the

researcher”.

The key issue is “how do you know that”. The how requires the selection of

instruments, which will be aligned with a certain research paradigm that will guide the

process and the evaluation of the results. Modern investigation considers three types of

paradigms to carry out a data recollection process: quantitative, qualitative, and mixed

research.

7 http://www.oxforddictionaries.com/definition/english/epistemology?q=epistemology

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3.1.1. Quantitative research

Thomas (2003) defines quantitative research as a method that “focus attention on

measurements and amounts (…) of the characteristics displayed by the people and events

that the researcher studies”. However, he claims that this is a simplistic way to look at the

qualitative method, and its application would be frowned upon by scholars who define it in

a more detailed manner. For instance, King, Keohane, and Verba (as mentioned by Thomas,

2003) describe it as “based on numerical measurements of specifc aspects of phenomena”,

adding that quantitative studies are carried out in detachment from environmental elements

in order to “seek general description or to test casual hypotheses” that could be replicated

in other experiments. Furthermore, Glesne and Peshkin (as mentioned by Thomas, 2003)

reaffirm that the data sought in quatitative investigations have the objective of obtaining a

product which can be generalized to other groups of people and places. Also, they remark

the role of the researcher, in the sense that these people should avoid personal involvement

with subjects so as to avoid contamination of the data. Following this idea, Fuentlsaz, Icart,

and Pulpón (2006) insert qualitative research as part of positivism, a phylosophical current

of thought which searches for empirical verification of facts and their causes, aiming towards

the establishment of laws that could be applied universally.

The quantitative research has the following characteristics (Sampieri, Collado, &

Lucio, 2010):

The question or problem established for the research refers to specific matters, is

concrete and clearly delimited.

Hypotheses are formulated from the theoretical framework.

The procedures for the collection of the data must be accepted by the scientific

community. The researcher must prove that the procedures were followed

accordingly.

The data must be represented numerically, and analysed thorugh statistical methods.

The research must be as objective as possible, that is to say, the researcher should not

get involved with the subjects.

42

The quantitative research should follow a structured process.

The analysis of results attempts to find a causal relationship between the different

obtained elements.

3.1.1.1. Types of quantitative research

There are four types of quantitative investigation that determine the strategies to

follow for achieving the goals. Sampieri et al. (2010) establish them as: exploratory study,

descriptive study, correlation study, and explanatory study.

The exploratory type of research is utilized in cases when the topic or subject matter

has not been studied in depth before, or the researcher desires to study a problem from a

different perspective. It is stated that an exploratory research resembles “a trip towards the

unknown”, where what will be found is uncertain.

Next, the descriptive study is aimed at detailing how certain phenomenona are, or

how they manifest. It deals with the properties, features, objects, etc; however, it is not

interested in explaining the relationships between them.

Following, the correlation study attempts to identify the degree of connection between

two or more variables, concepts or notions. These variables are measured, quantified, and

analysed. The correlations between the elements can be either positive (if one increases, the

other also will), or negative (if one increases, the other decreases).

Finally, the explanatory study wants to know about why a phenomenon occurs or why

variables are related.

3.1.1.2. Types of instrument in the quantitative research

In his book Quantity and Quality in Social Research, Bryman (1992), comments on

five instruments that quantitative in nature, but are commonly used in the field of social

sciences, such sociology or education. Firstly, the social survey is on of the most used

instruments due to its capacity of recollecting large amounts of data. It is based on the

correlation study, and it considers that data should be collected “at a single point in time in

order to discover the ways and degrees to which variables relate to each other”. Secondly,

the experimental design is the traditional instrument utilized for quantitative research. It is

43

carried out by means of creating two groups of subjects, the experimental and control groups.

The former group will receive an “experimental stimulus” that will constitute an independent

variable, while the latter group will have autonomy to act in respect to the task. Thirdly,

official statistics refer to “the analysis of previously collected data”, such as statistics that

come from the governments’ ministries. Fourthly, the structured observation refers to the

instrument in which observations are recorded, to subsequently quantify that data. Lastly,

content analysis is used with information that comes from media, such as newspapers or TV,

where said information is quantified and analysed afterwards.

3.1.2. Qualitative research

While the quantitative method focuses in the collection of numerical information and

statistic, the qualitative methods “involve a researcher describing kinds of characteristics of

people and events”, leaving measures behind (Thomas, 2003). More complete definitions of

the term include the one made by Denzin and Lincoln (as mentioned by Thomas, 2003),

where they state that it is “multimethod in focus, involving an interpretive, naturalistic

approach to its subject matter”. They expand on this explanation by affirming that the

researcher has contact with the subject, since they are studied in their natural environments.

Here, the aim is to understand phenomena in terms of “the meaning people bring to them”.

Moreover, Glesne and Peshkin (as mentioned by Thomas, 2003) add that it is sought to “make

sense of personal stories and the ways in which they interact”. They also declare that

qualitative research “is an umbrella term” for different types of interpretive research, that is

to say, a study of this kind can also be called ethnography, case study, participatory research,

among others. Sampieri et al.(2010) describe the qualitative approach as an inductive method

that analyses multiple subjective realities in a context, without a linear procedure to its

implementation. This latter feature is explained by the fact that this type of studies can

develop hypotheses in any stage of the data recollection (before, meanwhile, or after). They

also comment on the idea that this research requires to go back to previous steps so as to

revise or modify previous parts of the study. Furthermore, the data is collected and analysed

in parallel.

The qualitative research has the following characteristics (Sampieri et al., 2010):

44

The researcher has a certain freedom regarding the steps to follow to carry out

the investigation. The problem can be defined, but it is not mandatory to be

specific in terms of the questions or implications of the project.

Instead of going from theory to practice, the qualitative researcher firstly

examines the social environment, and afterwards develops theories that fit

what has been observed.

The gathering of information is done through instruments that are not

necessarily standardized by the scientific community; as a matter of fact, each

instrument is developed according to the context of investigation.

The qualitative studies do not seek to be generalized or replicated in other

groups; they rather construct and interpret a specific reality of a certain group,

during a specific period of time and space.

3.1.2.1. Types of qualitative research

According to Sandín (2003), the classification of the types of qualitative research

varies from author to author; however, it is possible to find common characteristics that

compose the most recurrent types:

Fundamented theory: Initially developed by Barney Glases and Ansel

Strauss, this model is characterized by the fact that theories about

phenomenon are formulated during or after the data collection and the

interaction with the subject people.

Ethnography: Having its roots in cultural anthropology and sociology, its

aim is to describe the lifestyle of different cultural groups, as well as the

scenery and environment in which they are immersed, that is to say, the

context. For this is reason, it is said that it is holistic and naturalistic. In this

method, the researcher does not interfere in any way in the environment of the

research; the target group is not controlled either, since all the observations

are carried out in the natural habitat of the subjects.

45

Phenomenology: This kind of research pursues the explanations that lie

behind certain phenomena of interest, how the experiences that occur around

it are, and how the people live them in their subjectivity.

Action-research: this kind of research tends to be the most applied in the field

of education, as its goal is to observe the reality and act over it in order to

improve educational methods and practices. It seeks to transform reality, as

well as promoting a social change.

Case studies: considered one of the most appropriate and natural methods for

qualitative research, case studies cover many methods that have in common

the use of an example (or more than one) to carry out the research (Álvarez &

Fabián, 2012).

3.1.3. Mixed research

This kind of research proposes to take advantage of the strengths of the previous

approaches by combining their methods to gather data and minimize their weaknesses

(Sampieri et al., 2010). Johnson and Christensen (2012) state that the degree of mixture

between them is based on “the research questions and the situational and practical issues

facing a researcher”. Hernández Sampieri y Mendoza (as mentioned by Sampieri et al., 2010)

claim that the mixed research implies the gathering and analysis of qualitative and

quantitative data, integrating them in discussion in order to make “metainferences”, that is to

say, deductions based on extensive reasoning that emerged from all the collected information.

There are many situations in which choosing only one approach is insufficient to get

a clear view of the problem; therefore, mixed research takes a stand as a feasible option.

Creswell (as mentioned by Sampieri et al., 2010) considers that modern research requires a

multidisciplinary work, where diverse methodologies are applied in multimode designs.

Sampieri et al. offer several reasons of why using the mixed method proves to be

advantegous:

The researcher obtains a wider perspective of the problem; findings are more

trustworthy due to the different instruments applied.

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The problem is formulated with greater clarity.

The data is more varied and richer as a product of the distinct types of

observations.

The investigations are more dynamic.

A mix of methods supports the findings with greater scientific value.

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3.2. Definition of the instrument (Survey)

Nowadays, surveys are used as one of the most profitable methods to collect data

information about a specific topic. According to Francisco Alvira Marin (2011) the first

surveys appeared during the end of the 19th century and the beginning of the 20th century.

They were mainly focused on investigations about poverty and shanty towns, created by the

industrial revolution in the suburbs of the cities. Typically, a survey procedure usually begins

by the necessity of vital information about a particular and definite subject, where no previous

evidence and data exist.

According to Grasso (2006), a survey is an investigation method that is highly

regarded in marketing studies as well as its contributions to the development of knowledge

about several sciences such as social psychology, sociology, demography, economical

science, political science, among others. In fact, a survey is a procedure that allows exploring

subjective events that at the same time permit to obtain information of a substantial number

of people. For instance, it allows investigating about public opinion and significant themes

for societies. Moreover, a survey enables investigators to gather data in a more systematic

way, quite different from others collecting data methods; with a survey the researcher is able

to have a detailed register of evidence, so he or she can study the results of the survey in more

fruitfully.

The American Statistical Association (1980) mentions that monitoring facts or

researching of details of any kind and about any determined situation can be called survey;

Alvira (2011) states that surveys initially had one chief function that led to a main objective;

this was to collect data information about socioeconomic facts, especially of the

underprivileged people, with the goal of finding out solutions to conflictive situations.

Nowadays, as it is asserted by Grasso (2006) “today the word is most often used to describe

a method of gathering information from a number of individuals, a ‘sample’ in order to learn

something about the larger population from which the sample has been drawn” (2006)

It is relevant to mention that even though surveys have several forms and a broad

diversity of purposes, they also share many characteristics. Guyette (2003) states that a

“survey is a method of collecting data in a consistent way. Survey research is useful for

48

documenting exiting community conditions, characteristics of a population, and a community

opinion”. (p. 43) Similarly, Fink (2006) also establishes that surveys have the purpose of

collecting data information about a situation, by stating that “surveys are information

collection methods used to describe, compare, or explain individual and societal knowledge,

feelings, values, preferences, and behavior” (p.1). At the same time, Fowler (2002) mentions

that the only manner of collecting data information is by asking people several questions, so

then the information can be analyzed in a profitable way; due to the fact that the objective of

surveys is to present and generate statistics.

3.2.1. Steps on a survey

A survey is a procedure of asking questions and then, breaking down the information

to generate data and statistics. Nonetheless, a survey ought to be conducted step by step,

following strict stages, so as to obtain precise and truly meaningful results of the subject

matter that will be studied. Guyette (1983) establishes ten steps for conducting a survey;

nonetheless the first aspect that must be clarified is the purpose of the study, set up the

justifications for the investigation generation.

Many an expert related to the field of survey investigation, has created and organized a list

of steps to be apprehended and imitated in future surveys application, and which have been

proved to be successful. The following charts summarize each of the author’s notions and

phases of this method of enquiry.

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Table 1 Steps of a survey according to Guyette

Determine goals and objectives It is a crucial point during the

development of the research designs, due

to the fact that the more focused the study

is, the more profitable the results are as

well.

Locate other surveys and previous data Looking for similar conducting surveys on

the subject helps the researcher to find out

examples of varied types of instrument to

gather information.

Plan the survey design The selection of the instrument is related to

the specific type of survey that will be used,

depending on the target population to be

studied.

Design the instrument for data collection.

At this phase, the researcher has selected the

instrument and begins designing the

instrument taking into consideration how

the gathered results will be used.

Conduct a pre-test Conducting a pretest with the questionnaire

or interview is a vital step which minimizes

plausible issues that may be present during

the actual collection.

Make revisions Collecting the data involves to check

whether the instrument is effective or not, so

as to make a profitable use of the

information.

Train staff and collect the data In this step, the researchers must be aware

of all aspects of the instrument and relevant

information, as to be able to gather the

evidence efficiently.

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Conduct follow-up to increase response The researcher must be up dated and alert,

since often the interviewers are not willing

to send back their answers. The process

must be checked and monitored constantly.

Analyze the data The information must be break down as a

way to make analysis simpler. Sub-

categorizations and classification of

findings is part of this phase.

Report or apply the results. Reporting the encountered results of the

survey is a quite significant final step during

this investigation method, as a way to

compensate the time consumption.

More steps for conducting a survey are recommended through a Canadian catalogue called

Survey Methods and Practices (2003), which additionally establishes the following:

Table 2 Steps of a survey according to the Canadian catalogue

Formulation of the statement

of objectives

One of the most relevant tasks in the survey

design is to formulate the statement of

objectives. This stage of the survey determines

what will be included in the survey.

Selection of a survey frame The survey frame is the step in which the

population is chosen.

Determination of the sample

design

There are two types of surveys: sample surveys

and census surveys. In the first one, the

information collected is mainly taken from a small

fraction of people, while in the second one, the

information collected is taken from a large number

of people. This is decided at this point.

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Questionnaire design A questionnaire is a group of questions which are

created to obtain information.

Data collection Data collection is the process of gathering the

necessary information for the investigation or

subject under examination.

Data capture and coding After the information is collected, they are coded.

Coding is the process of allocating numerical value

to the answers so as to be processed.

Editing and imputation Editing is the process of checking the information,

in case there is an error or misunderstanding.

Estimation After all the previous steps estimation is carried

out. Estimation is the process in which the

researchers obtain evidence from the population,

so as to draw conclusions of the surveys.

Data analysis Data analysis includes summarizing the data and

interpreting their results in a manner that provides

clear explanations.

Data dissemination Data dissemination refers to the gathered data that

is presented to users by means of varied methods.

Documentation Documentation provides all the overall results,

general and specific information, steps followed

and the management staff that was involved in the

process of the survey design and application of it.

3.2.2. Practicability of surveys for this study

A survey has been pointed out as a great tool for gathering information, because it

provides concrete and reliable documentation. According to Reyes & Reyes (2009) the data

collected is quantifiable, which means that generates numerical findings which can be easily

examined. When applying a survey, the focus group, as well as the subject matter is passable

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to cope with all kind of subjects. Moreover, other advantage of using a survey is that is quite

profitable, not just in financial terms but in the vast variety of areas in which can be applied.

The main objective of the survey application in this study is to develop a wide

description of the facts and opinions on the subject matter which is Nonverbal

Communication in EFL classrooms. The first interviewees will be English teachers of the

city of Punta Arenas, who will be consulted about their actual knowledge about the theme

together with their personal beliefs and experiences. These results will be certainly used in a

quantitative manner; however, qualitative reflections will be made as well.

On the other hand, another survey will be carried out among students under

investigation. Exactly alike to the teachers’ enquiry method and further analysis, the results

that will emerge from this survey will be used and examined both in terms of quantity and

quality.

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3.3. Action Research

3.3.1. Definition

Action research is defined as a form of investigation used by teachers to attempt to

solve daily problems as well as to improve professional practices in the classrooms. For

teachers and also for students, action research is a profitable and empowering adventure that

allows the same participants to determine where to put the focus of attention on. Action

research involves various elements together, such as systematic observations and data

collection, which are used by practitioners-researchers for reflection-decision making and the

development of more effective classroom strategies (Parsons and Brown, 2002).

Action research has as primary and essential purpose to improve practices inside a

specific and unique educational context. As stated by the New South Wales Education

Department of Education and Training (2010):

“As distinct from academic research, those involved in action research participate in

an ongoing testing and monitoring of improvements in their practice. They work in a

collaborative way to identify issues in their organization and develop processes for

improvement. In education, action research is also known as teacher research. It is

one method teachers use for improvement in both their practice and their students’

learning outcomes. The central goal of action research is positive educational

change.” (Action Research in Education, p. 1)

McMillan (as mentioned by Mertler, 2009) emphasizes this aim and adds that action

research also attempts to bring practical solutions immediately in one classroom or an entire

school. To achieve the objective of formulating alternatives to obstacles encountered,

teachers’ professional judgments are put into work. These judgments are made through

extensive personal reflection. This process will be referred as Reflective Teaching, which is

defined by Pardon and Brown (as mentioned by Mertler, 2009) “a process of developing

lessons or assessing student learning with thoughtful consideration of educational theory,

existing research and practical experience along with the analysis of the lesson’s effects on

students’ learning”. Reflection is at the core of action researching, since without it, it might

54

be extremely arduous and unfruitful trying to figure out plans to ameliorate conflictive

situations.

3.3.2. Characteristics

As mentioned before, action research can be informally considered a teachers’ daily

duty. Notwithstanding, action research must not be misconceived as a mere and simple

reflection about teaching practices, this educational process of observation and meditation

should be planned meticulously; though it is a very much active method, it should be carried

out at small steps (Mertler, 2009, p. 19). In addition, this kind of research must be flexible

and dynamic, since prompted resolutions after a period of reflection, can be modified during

its application of after it. Further, it is characterized by being a focused procedure since it

only fits to a target group having a specified issue, at and during a certain period of time and

space. Lastly, action research in education must be valued as a precious tool capable of

building up theoretical knowledge along with practical wisdom for dedicated teachers (New

South Wales Department of Education and Training, 2010).

3.3.3. Types

Action research can be put into practice in a wide variety of fields connected with

social nose. In educational terms, action research has been largely advocated as natural

teachers’ task. Stenhouse (1975) stated that ‘it is not enough that teachers’ work should be

studied: they need to study it themselves’ (p. 143). Furthermore, action research has been

described as:

A manner of bettering teaching practices in actual context.

A manner of comprehending the practices further.

(Carr & Kemmis, 1986)

The last two mentioned assertions can be pondered as the mottos that lead educational

research. Educational Research is a kind of research that “involves the application of the

scientific methid to educational topics, phenomena, or questions in search of answer”

(Mertler, 2009). However, it is to say that the apprehension obtained from the final analysis

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cannot be considered a universal truth; educational action research is limited to the space and

time in which it takes place. (See 3.5.6.Action Research Limitations)

According to Cresswell (as cited by Tran Thi Thu Hien 2009) there are two types of

action research: practical action research and participatory action research, the former

“seeks to enhance the practice of education through the systematic study of a local problem”

this kind of action research focuses on a specific trouble or matter. On the other hand,

participatory action research is applied in larger proportions of study, because is based on

social issues and the main characteristic is “the quality of people’s organization, communities

and family lives”, as it is centered in social matters imparting a possible change in a

community affair.

Table 3 Types of action research

Practical action research Participatory action research

Studying confined practices

Involving single or group-based

inquiry

Focusing on educator and student

development

Implementing a plan of action

Guiding to the teacher as

investigator

Investigating social matters that

compel individual lives

Emphasizing equivalent

cooperation

Centering on changes to enhance

people’s lives

Resulting in the emancipated

investigators

3.3.4. Stages

According to Parsons and Brown (2002) action research has different stages which

are divided into five phases. The first is denominated the selection of area or focus. In this

primary stage of the process, the researcher has to identify an area of interest to be analyzed,

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in which the prominence is given to students. The uppermost aspect of this stage is to

overview and review both immediate and cumulative effects of the process.

Secondly, it is the stage related to the collection of data. In this phase the researcher

has to gather all available information using as multiple sources as possible, including data

that emerged from previous studies.

On third place comes the organization of the collected data. For practicability and

clearness, this stage is subdivided into steps to be followed as to simplify and clarify the

compiled information. To begin with the process, all evidence is displayed in tables or charts,

then the data is classified according to grade levels, school or other attribution; finally the

gathered facts are arranged so as to begin to be analyzed.

Fourthly, it is the interpretation of the findings. On this phase the researcher must be

focus on resolving the aspects or issues that need to be treated or changed, as well as to gather

bibliographical information to fund the supportive theoretical framework so as to establish

the course of actions for the process.

After having revised the compiled information, the final stage of the process of action

research is connected with action-taking or decision-making. The researcher has to combine

the data analysis’ results and the theoretical background in order to select the best course of

action for the development of the project, implementation of activities and assessment of the

actions carried out.

In addition to the stages mentioned above, Nunan (1989) extends the list up to seven

stages suggested as to be accomplished during an action research process. The following

chart summarizes each step and the main function of each.

Table 4 Stages of an action research process.

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1. Initiation The problem is identified.

2. Preliminary investigation A baseline data is collected in order to grasp

the nature of the identified issue.

3. Hypothesis A surmise is formulated after reviewing the

initial information gathered.

4. Intervention A set of strategies are devised and applied.

The scheme of these are determined

together with steps 2 and 3.

5. Evaluation

The interventions and changes that will be

applied are assessed in this stage.

6. Dissemination A report of the research is published.

Relevant findings are shared with all the

research participants.

7. Follow-up Alternative solutions and suggestions

specified.

It is to be mentioned that some stages can be repeated in as many occasions as the

participants and researchers considerate necessary, according to the needs and requirements

of the research.

For purposes of this study and due to the limitations of the investigation (see jdjd

limitations of study) only Nunan’s specified stages will be considered as to guide this

research, since it is simple and it adjusts to the requirements of the study. The follow-up

phase of the plan of actions is intended to be carried out after the exposition of results, and a

formal report will be given to each the schools intervened.

3.3.5. Methods

Selecting a specific instrument for gathering the data in action research should be

done at a very early stage of the procedure, in order to prove if the chosen method will

actually collect and show the information for the further analysis is crucial. Contrarily to

general belief, action research is not only conducted by a qualitative methodology. In spite

58

of the fact that the findings are often primarily related to qualitative nature, they can also be

collected and analyzed in a statistical manner, i.e. following a quantitative methodology of

research. (McGinty, 2013) What is more, Cohen, Manion and Morrison (2011) state that

conventional methodologies of research, in other words more numerical methods may have

value for action research purposes, if they are clearly justified and closely related to the

personal and direct interventions. (p. 39)

After clarifying what the hypothesis they attempt to prove is, action researchers

should spend considerable time deciding the method they are going to use. The following

chart accounts the most archetypical instruments:

Table 5 Most common methods for action research according to McGinty (2013)

Observation schedules

Audio or video recording

Interviews

Statistical records

Questionnaires

3.3.6. Limitations of Action Research

So far it has been pointed out how beneficial action research is for teachers; however,

there is also harsh criticism surrounding this kind of study, which must be acknowledge

previously by new researchers (McGinty, 2013).

As a prime, it is the high cost in terms of time. Action research is equal to close and

detailed observation, and as a post task it is reflection, which clearly demands extensive hours

of labor. There must be a rigorous discipline committed to the study in order to avoid

inconsistency.

Closely related, validity is a concept which has led this type of research to tough

criticism. Some researchers have been accused of conducting the data collection to their

personal bias; put differently, manipulation of information has been reported in many a case.

However, hardly can this be accurate if the instruments, such as personal interviews or video

59

recording, explicitly expose the teacher-researcher in task. For that reason, it is of vital

importance not only to collect the information assiduously, but also to guarantee its validity,

by exhibiting as much as possible of the intervention. Finally, it is crucial to mention that the

results that emerged from an action research in educational context cannot be generalized.

Even though some other research practitioners may recycle previous thoughts and notions,

schools, students and teachers will be always distinct, thus separate resolution must be made.

3.4. Contextualization of the study

The present research will be focused in the city of Punta Arenas, Chile; therefore, the

researchers consider pertinent describing the context in which the English language is taught.

For that reason, the following section deals with the importance given to it, the policies

established by the government at a national level, as well as the specific context that occurs

in the city where the study is carried out.

3.4.1. English and Chile

The Chilean government has done great efforts during the latter years in order to

improve the level of English of the population of the country. Since it is a foreign language,

the challenges of finding motivation and suitable methodologies to teach it are greater than

in other contexts (Brown H. D., 2007). According to the report made by EF EPI (2013), a

poor level of English is correlated with weak economic competition, situation that affects

Latin American countries and limits them in their capacity of becoming strong work forces

in an international level. From the information given in this report, Chile currently occupies

the 44th place out of 60 in the worldwide ranking, placing the nation as one possessing a very

low level of proficiency in English. When compared with other Latin American countries,

Chile occupies the 6th place out 12.

Regarding the importance given by the ministry of education to the teaching of

English, the curricular basis of primary school (2012) declare that English should be taught

as a tool for communicative purposes, as well as a means of access to new learning and

knowledge. This official document additionally establishes that the four skills should be

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taught in an integrated approach by means of authentic communicative tasks. Furthermore,

it states the expected level of proficiency that students should reach by the end of the second

cycle, which is A28.

Another important measure taken by the Ministry of Education was the creation of

the English Open Doors program supported by the United Nations Program for Development

in the year 2004 (Ministerio de Educación, n.d.). It was originally conceived with the purpose

of creating a center of native speaker volunteers to teach English in Chilean schools, with a

national coverage; however, said center will no longer work from 2014 onwards.

Nevertheless, this program has developed several instances to encourage the improvement

of the language level in the country, by means of diverse events that involve the use of

English in a ludic manner. These are destined to both teachers and students. For instance, the

following experiences are sponsored by the program:

Public Speaking Tournament

Spelling Bee Tournament

Winter/Summer Camps

English Debates

English Winter Retreat

Improvement Courses

3.4.2. English and Punta Arenas

Punta Arenas corresponds to the capital of the region of Magallanes and Chilean

Antarctic, a city that has been greatly influenced by immigrants since its foundation.

Furthermore, the city and the region have a strong tourism component that requires people

with a good level of English in order to strengthen the business.

8 This level is established in relation to the Common European Framework of Reference, and

corresponds to the basic waystage level Fuente especificada no válida..

61

In the field of English teaching, the region has a total of 98 English teachers at the

year 2013, the great majority of them being concentrated in the capital city. Of those, there

are 56 who are enrolled in the program; while 35 out of 56 have certified their level of

English through the Cambridge Placement Test9.

3.5. Target Population

This study was carried out in the city of Punta Arenas during the month of November

of the year 2013. The process was divided in two parts that focused in a distinct group of

subjects each.

On the one hand, the survey was applied to a total of 50 English teachers of the city

who are currently employed in the field, either at schools, higher education institutions, or

language academies; this was put in application during the first week of November. The

surveyed teachers participated voluntarily in the study, and guaranteed that their answers

would be honest. There was no requirement in terms of age or years of experience in order

to be part of the investigation, in order to cover a greater scope of subjects.

On the other hand, the action research part contemplated a universe of three 4th grade

classrooms from three dissimilar schools of the city of Punta Arenas that were visited during

the second and third week of November. In total, it was expected to work with 64 students;

however, counting the absences that occurred in the date of the activity, a total of 53

effectively participated in the study.

The three schools have very dissimilar social and cultural background, and each one

represents one part of the Chilean Educational system. For instance, the first school visited

was Hernando de Magallanes School, which belongs to the public system, grouping students

of vulnerable neighborhoods, and with fewer hours of English per week than other types of

educational centers. The second school that opened their doors to the research was The

British School, a representative of the private system which groups students of better

economic circumstances who have English classes every day. Finally, the third school that

9 Data provided by the regional coordinator of the English Open Doors program.

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received the researchers was Pierre Faure, a subsidized institution where children of middle

class attend; it has more hours of English than what is established by the Ministry of

Education as it counts with their own program for this subject.

Following, there is a summary chart of the previous information:

Table 6 General information of the Schools

Name of School Total

number of

students of

the class

Number of

student present

during action

research

Amount of

English hours per

week

Escuela Hernando de

Magallanes

29 24 2 pedagogical

hours

The British School 15 11 12 hours of 55

minutes each.

Colegio Pierre Faure 20 18 4 pedagogical

hours

3.6. Methodological Procedure

3.6.1. Collection of Data

In order to carry out the investigation, and considering the nature of the research,

several stages were established in order to maximize the available time, as well as to gather

the data for both perspectives (quantitative and qualitative) in an organized manner without

interference between both processes.

The first stage is the definition of the instruments. Starting from the problem and

hypothesis established in the early phases of the research, the researchers decide to use the

survey and action-research to carry out the investigation, and cover the subject matter from

distinctive points of view.

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The second stage includes the development of the instruments to utilize for each

approach. The survey, as well as the adaption of the fables, together with the activities for

the students, and the supporting materials were created and revised. Additionally, a formal

letter to present at schools was written up, with the purpose of requiring permission to carry

out the interventions, by fulfilling the protocol.

The third stage considers the data collection of the quantitative part of the mixed

research, which corresponds to the survey applied to English teachers. With a total of 70

printed and delivered surveys, 50 were successfully answered by the respondents. This was

carried out between the last week of October and the first week of November.

The fourth stage contemplates the organization of the data, together with the analysis

of the results and conclusions from the information collected in the survey. The gathered

information is arranged in tables per item, followed by graphs that summarize the results in

percentages. This stage was executed during the second week of November.

The fifth stage corresponds to the qualitative part; in this case, the action-research.

Here, several meticulous steps were taken in order to develop it out smoothly. Firstly,

simultaneously to the survey application, the researchers visited a total 7 schools to ask for

permission for a classroom intervention. After 3 positive responses, the classroom

interventions were carried out in these three schools, between the second and third weeks of

November. The structure of the class was as follows:

1. Presentation of Vocabulary of the story “The Ant and the Dove”.

2. Narration of the fable “The Ant and the Dove” (Narration full of NVC features).

3. Hand-in of the worksheet of the corresponding story to the students.

4. Completion of the worksheet (timed).

5. Presentation of Vocabulary of the story “The Lion and the Mouse”.

6. Narration of the fable “The Lion and the Mouse” (Narration lacking NVC

features).

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7. Hand-in of the worksheet of the corresponding story to the students.

8. Completion of the worksheet (timed).

9. Hand-in of the survey to the students.

The sixth stage is the organization of the data from the classes, and subsequent

analysis of the results. This part includes an analysis of the interventions with the aid of the

videos, taking a look at how the process was accomplished (presence and absence of body

language), the effects each story had on the students, the reactions it provoked, in order to

analyze differences between both strategies, as well as between the schools. In addition, the

answers from the handouts were analyzed, so was the case of the surveys’ data. This

information was classified in tables and graphs.

3.6.2. Justification of the instruments

This section is intended to give an explanation of the reasons taken into account for

the election of the instruments for the research. Since nonverbal communication in the

classroom is a complex area that deals with elements that exist in great part in a subconscious

level, agreeing in a suitable instrument to measure it was a daunting task. The researchers

finally resolved to utilize a mixed research methodology, in order to take advantage of the

best features of quantitative and qualitative approaches, as well as having a picture of the

subject matter as complete as it was possible in the short period of time.

The survey was chosen as part the quantitative section of the study, since it is a fast

method to collect information, which also gives the possibility of reaching a broader

audience. Despite the fact that surveys tend to provide statistical information without a

context that would explain certain behaviors, the information that was being collected was

extensive; thus, it was defined as one of the instruments.

Next, for the qualitative part of the survey, it was decided to utilize action research,

by means of performing a class in different schools. Action research is one of the most used

methods for educational research, not only because it allows the teacher to intervene directly

in the classroom, but it also provides information regarding context and opinions.

65

Additionally, it allows the researcher certain flexibility to adapt the strategies to the reality

of the learners.

3.7. Description of the instruments

3.7.1. Survey for Teachers

Heading: The Use of Nonverbal Communication in the EFL Classroom

General objective: To collect information about EFL teachers in Punta Arenas, in

regards to their knowledge and usage of nonverbal communication inside the classroom.

Description: The survey consists of five different sections. Great emphasis

is given to the anonymity and confidentiality factors, in order to increase teachers’

willingness to participate of the study (Fig. 1). In addition, consulted people are acquainted

with the theme of the investigation by a brief introduction, so as the contents may motivate

the teachers (Fig. 2).

Figure 1 Introductory part of the teacher´s survey

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Figure 2 Introductory part of the main topic

Detailed Description of the Survey

Section 1 “Demographic Information”

Specific objective 1: To gather personal information about the respondents.

Description: In the survey participants are asked about their age, gender, and

level of education as well as their students’ age. Despite the fact that this data might prove

useful to carry out comparative studies of different types, in this particular case the

information is asked in order to provide a background of the respondents from a

demographical point of view (Fig. 3).

67

Figure 3 Demographic information about teachers

Section 2 “Hierarchy”

Specific objective 2: To determine which are EFL teachers’ principal and subsidiary

motives to apply nonverbal features in the classroom.

Description: In this section of the survey, teachers are requested to order

from 1 to 9 a series of concepts correlated with the use and misuse of nonverbal

communication in the classroom. This item will expose which elements of NVC are taken

into account and enhanced primarily by teachers. Despite the fact that there is not a pre-

established order considered as exact, and that all notions included in the list are actually

correlated with nonverbal communication at varied degrees, it is expected that four should

be taken into account as more directly associated with nonverbal features, and be mentioned

in more occasions than the rest of the nine. Those 4 concepts which are presumed to be

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chosen first are motivation, understanding contents, classroom management, and confidence

(Fig.4).

Figure 4 Hierarchy Item

Section 3 “Multiple Choice”

Specific objective 3: To estimate what is the general level of application and

recognition of distinctive nonverbal features in EFL classrooms in Punta Arenas.

Description: In this section of the survey, teachers are presented to 15

diversified statements which they have to evaluate according to their own real, current

context (Fig 5). Survey respondents will assess each of the announcements with a number

from 0 to 4, zero indicating that the situation accounted in the statement never occurs in their

reality and four conveying that the assertion is very much alike to their experiences (Fig 6).

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Figure 5 Multiple choice Item

Figure 6 Multiple choice Item

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Section 4 “Rating”

Specific objective 4: To determine which are the most and least relevant nonverbal

features for EFL teachers in Punta Arenas.

Description: In this section of the survey, teachers are presented a list of nine

specific nonverbal features, from which they will opt for the three more strongly related to

the EFL classroom. In the same way, they will appoint the three lesser relevant factors related

to an EFL teaching-learning process, according to their consideration. Once again, although

there are not pre-settled answers as strictly correct, it is expected that teachers would include

among their primary choices the concepts of movements of the hands, expressions of the

eyes, tone of the voice, and posture (Fig 7).

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Figure 7 Rating Item

Section 5 “True or False”

Specific objective 5: To evaluate EFL teachers’ actual knowledge and

comprehension of the concept of nonverbal communication, its features, and impact inside

the classroom.

Description: In this section of the survey, teachers are exposed to a series of

15 assertions, which are to be judged by the respondents as accurate or inaccurate, according

to their cognizance. (Fig 8) Only 5 out of 15 declarations are or can be considered as untrue

or imprecise, being those statements 7, 9, 11, 12 and 14. Additionally, if the last of the

statements is answered positively, that is to say, marked as true, it opens a door to an extra

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task which requires the respondent to name techniques that he or she has applied in their

classroom, and that imply the direct usage of nonverbal features (Fig 9).

Figure 8 Item True or False

Figure 9 Item Other techniques

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3.7.2. Handout

General objective: To measure the impact that the application of nonverbal

communication has on teaching effectiveness in EFL classrooms of Punta Arenas.

Description: On account of the fact that this study strives to determine the

impact that nonverbal features may have or not on both affective and cognitive areas, it is

imperative to assess the factual understanding that students gain after a period of teaching

with extensive application of nonverbal cues, and, in a separate manner, to evaluate the

possible divergence that is produced from a lesson lacking the use of nonverbal features.

After students are exposed to the storytelling of the selected fables (see appendix 5), they

receive the corresponding handout, as part of the post activity of the lesson. Each fable and

handout are part of an independent planned class of 1 pedagogical hour (45 minutes). It is of

high importance to leave a minimum of time (break) between the development of one

intervention and the other, due to their great dissimilarities in terms of application of

nonverbal features, as well as to avoid confusion or boredom in students.

The handout is made of 4 items; in all of them, the degree of exigency is positioned at

the knowledge and comprehension level, according to Benjamin Bloom’s Taxonomy. The

type of questions and tasks in the handouts are exactly alike for each of the fables. For that

reason the activities’ results will permit us to compare analytically the effects or impact that

nonverbal features may have during the interventions.

Item 1 Matching

Specific Objective 1: To check students’ recalling of key vocabulary from the stories.

Description: Students match 5 vocabulary items, which were previously

presented, with the corresponding pictures that illustrate their meaning best (Fig 10; Fig 11).

This task is aimed to expose if the application of nonverbal cues when presenting vocabulary

is more effective in terms of recalling the information longer.

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Figure 10 10 Item Matching “The Ant and the Dove”

Figure 11 Item Matching “The Lion and the Mouse”

Item 2 Comprehension Questions

Specific Objective 2: To assess students’ understanding of the story and recalling of

events.

Description: This item is subdivided into 3 specific tasks. Firstly, students

are requested to name the principal characters of the fable performed. Secondly, students are

asked to name 3 relevant events within the story heard. Thirdly, students are indicated to

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retell the fable in their own words (Fig 12). These tasks aim to show whether the general and

specific comprehension of the story is greater when nonverbal communication is present,

than during an unanimated, flat narration.

Figure 12 Item Comprehension questions

Item 3 Illustrate

Specific Objective 3: To verify students’ comprehension of the plot of the story.

Description: Students illustrate as best as possible the facts they absorbed

better from the narration of the story (Fig 13). Drawings are the best means of

communication, due to the fact that students have to express abstract concepts; as a result,

learners’ representations of the story will give the researchers an overview of what students

understood; once again, if there is or not concrete effects when nonverbal features are applied

properly.

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Figure 13 Item Drawing

Item 4 Evaluate the Story

Specific Objective 4: To determine if nonverbal features have or not effects on

students’ appraisal of the story.

Description: After the storytelling, students evaluate, in a scale from 1 to 7,

how much they appreciate the fable narration (Fig 14). It is expected that students assess the

story narrated employing suitable nonverbal features considerably better than the story

narrated flatly.

Figure 14

Figure 14 Item Mark

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3.7.3. Survey for students

After the execution of the post activities, the students are requested to complete a brief

survey in Spanish. The language of the enquiry is justified due to possible variations in the

level of English among students of the different educational institutions where the action

research is carried out. The survey aims to collect data that will allows the researchers to

measure the influence that the use of nonverbal features may have in areas connected with

the affective factor such as motivation and confidence.

General Objective: To collect information about students’ opinions to measure the

impact nonverbal features have during storytelling, in regards to the affective and the

cognitive factor.

Description:

The survey sets off by explaining students in simple terms the reasons for the study (Fig 15).

Figure 15 Introductory Section to Students’ Survey

Section 1: “Student Information”

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Specific Objective 1: To gather personal information about students.

Description: Besides gender and age, students are consulted about the school

year they started to receive English lessons (Fig 16). The options are from 1st to 4th grade

only, since the target population of the study belongs to the latter. (See target population

4.4.4.)

Figure 16 Introductory Section to Students’ Survey

Section 2: “Multiple Choice”

Specific Objective 2: To determine if there is or not a gradual difference in

understanding a story better with the application of nonverbal features.

To determine if there is or not a gradual difference in the

positive impact of the use of nonverbal communication on students.

Description: The survey is composed by 6 straightforward questions.

Questions 1 and 6 are focused in the affective factor of students, compelling levels of

motivation and delight that the 2 stories generated in students. (Fig 17) These questions

attempt to demonstrate if students are, as a matter of fact, more attracted to the English

language when appropriate nonverbal features are displayed by the teacher during the lesson.

On the other hand, questions 2, 3, 4 and 5 are associated with students’ cognitive process and

the actual impact that nonverbal features have during an English lesson.

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Figure 17 Questions about the activities

The above described instruments were designed in order to collect all crucial information

for research purposes, both quantitative and qualitative. They may possibly open doors for

further research in the future as well.

3.8. Limitations of the study

80

As the process of data collection was designed and carried out, the research group

encountered varied limitations that affected the process of obtaining information as well as

the results.

First of all, the methodology chosen to execute the study was a mixed approach, that is

to say, it contains characteristics and instruments that are typical of qualitative and

quantitative researches. As a consequence, the investigators were required to put double

effort in every stage of the process in order to accomplish the aims in a short period of time.

Since the instruments included surveys and action research in the classroom, both had

different kinds of limitations which will be detailed as follows:

Teacher’s Survey

For the survey, a vast amount of English teachers from the city of Punta Arenas was

consulted; however, some of them were not willing to collaborate with the research, as the

survey was time-consuming, and profound, in the opinion of the teachers. Additionally, since

the survey took some time to be answered, many surveys were left with the respondents, and

returned later. This caused that some surveys were not answered in time, or were left

unanswered.

Availability of the schools

The action-research required asking for permission in several schools in order to

develop the intervention with a 4th grade. Finding schools that were open to participate in

extracurricular activities in this time of the year was a complicated task; despite the fact that

the protocols of formality were fulfilled. In addition to this, there were schools which were

willing to participate in the study; however, most schools are finishing the second term during

November, which made the schedules hard to coordinate between the institutions and the

researchers, as students had tests or extracurricular activities to carry out. Due to these

reasons, the amount of classes effectively done were lower than what the researchers

expected as first; as a consequence, the universe studied was considerably smaller.

Level of English of the participants

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The level of English of the students who participated in the action research is

considered a limitation in the sense that, since they come from different backgrounds, the

classes will have different levels. For instance, it is believed that some students will

understand more in both stories (with or without mimics), while others will not be able to

comprehend without the nonverbal aids. Even though having the opportunity of attending

schools from the three educational realities of our country was, in fact, very positive for

obtaining a broader picture, the divergent levels of English encountered among schools

somehow made the analysis of results more complex as well, since many more variables have

to be taken into account, so as to determine if the results were actually influenced or not by

the use of nonverbal devices.

Limited resources

Finally, another obstacle that was encountered during the execution of the

investigation was the limited resources that the investigators had in order to carry out certain

parts of the action research. For instance, the classes done at schools were originally intended

to be recorded in their entirety; however, the camera available for this purpose did not have

the memory capacity to store a whole class. Due to this issue, the recordings were done only

to what the researchers considered to be the most important parts of the intervention.

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4. Data Analysis

83

4.1. Teacher’s Survey

The following section of the paper describes all data information collected through

the previously described survey (see 3.7.1. Survey for Teachers)

In total, 50 teachers were effectively consulted, all of them currently working as an

EFL teacher at different levels, in different contexts of the Chilean educational system, i.e.

public, subsidized and private.

The findings are exposed by means of graphs accompanied by a detailed analysis of

the information as well a reflection emerged from the researchers. Finally, an extensive

conclusion of the surveys’ results is displayed.

4.1.1. Section 1: Demographic information

4.1.1.1. Gender

Graph 1 Demographic Information Gender of the teachers

From a total of 50 successfully consulted teachers, 58% were female, which

corresponds to 29 people. On the other hand, 42% corresponded to male participants, which

is equal to 21 respondents (for further information, see appendix 2, table 1).

58%

42%

Gender of the teachers

Female

Male

84

The information provided by the results of the survey show that there is a balance

between the consulted female and male English teachers. Since the purpose of this study is

not focusing in answers related to gender, this data is only relevant for demographic purposes.

4.1.1.2. Age

Graph 2 Demographic Information Age of the teachers

From a total of 50 teachers, 26% were between 20 and 25 years old, which

corresponds to 13 people; 38% were from a range between 36 and 30 years old, which

corresponds to 19 people; 20% of the respondents were between 31 and 45 years old, which

corresponds to 10 people; 14% were between 46 and 55 years old, which corresponds to 7

people; finally, 2% were 56 or older, which corresponds to one person (for further

information, see appendix 2, table 2).

It is a possibility that age and experience may influence in a greater knowledge of the

subject matter; however, the perspective of this study takes this information as demographic

data of the surveyed. Nevertheless, this information may be useful for further investigations

in the future.

26%

38%

20%

14%

2%

Age of the teachers

20-25

26-30

31-45

46-55

56 or more

85

4.1.1.3. Educational level

Graph 3 Demographic Information Age of the teachers

Out of a total of 50 polled teachers, 84% declared to have a Teacher degree of five

years, which corresponds to 42 people. On the other hand, 6% of the respondents stated that

they have a Magister degree, which corresponds to three people. Meanwhile, 4% declared to

have a Post-degree, which corresponds to two people. Similarly, 4% of the teachers have an

Educational degree, which also corresponds to two people. Next, 2% of the respondents

manifested to have incomplete University studies, which corresponds to one person. Finally,

0% declared to have only their secondary studies (High school) or to have a Ph. D. (for further

information, see appendix 2, table 3).

It is evident that the majority of the teachers who participated in the study have a

teaching degree, while only a small fraction has taken further studies. This information helps

the study to define in detailed the surveyed universe; however, it is of no greater relevance

for the research.

0% 2% 4%

84%

4% 0%

6%

Educational level

High school (completed)

University studies(incomplete)

Educational degree (4years)

Teacher degree (5 years)

Post-degree

Ph. D

86

4.1.1.4. Levels in which teachers work

Graph 4 Demographic Information Levels where teachers teach

From a total of 50 teachers, 10% of the respondents declared to work only with 1st

cycle of Elementary schools, which corresponds to five people; 8% of the polled teachers

stated they work only with 2nd cycle of Elementary school; 20% of the respondents

manifested they work only in High school, which corresponds to ten people; 16% of the

polled teachers declared to work only with Adults, which corresponds to eight people; 12%

of the respondents stated to work with all the levels, which corresponds to six people (1st

cycle elementary, 2nd cycle elementary, high school and adult education); Finally 34% of the

polled teachers manifested to work with mixed levels, which corresponds to 17 people (for

further information see appendix 2, table 4).

The majority of the teachers develop professionally in more than one level of

education, that is to say, they work with learners ranging several ages. The implications this

information may have in the research can go a long way for other kind of research, and this

information is only taken into account for demographic purposes.

12%

10%

8%

20%16%

34%

Levels in which teachers work

All levels

Only 1st cycle

Only 2nd cycle

Only High school

Only Adults

Mixed levels

87

Graph 5 Demographic Information Mixed levels

From a total of 17 teachers who teach at different levels, 29, 40% declared to work in

Elementary school in both cycles (1st cycle and 2nd cycle), On the other hand 35,30% of the

teachers manifested to work in both cycles of elementary school as well as in high school;

similarly 35,30% of the respondents declared to work in Adult level together with other levels

(for further information see appendix 2, table 4.1).

This graph shows in detail the different combinations of levels in which the polled

teachers work. As it was mentioned before, the information displayed here holds no pertinent

relevance to the current study.

29,40%

35,30%

35,30%

Mixed levels

Elementary School (FirstCycle)+ (Second Cycle)

Elementary School(First/Second cycle)+ HighSchool

Adults +Other levels

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4.1.2. Hierarchy

As this section of the survey required, participants labeled 9 concepts which are at

different degrees connected with the use of nonverbal communication. 100% of the

respondents completed the task satisfactorily, and the data that emerged will be analyzed

from the first position i.e. the one chosen as the most dependent to the last, which corresponds

to the ninth position.

It is to be mentioned that for the purposes of this study places number fifth and sixth

were left aside, since they were not considered as much relevant as the other information for

further analysis.

Graph 6 Item Hierarchy 1st option

From a total of 50 successfully consulted teachers, 59% of the respondents

corresponding to 29 people, selected motivation as their first and most relevant concept

correlated with the use of nonverbal communication in the EFL classroom.

On the other hand, 12% which corresponds to six of the participants opted for

understanding contents as the primary reason to use nonverbal features. Participation was

appointed 10% of the times, which corresponds to five people. 6% out of the consulted

participants nominated class management as their first option, which is equal to three people

out of the total. Exactly alike, confidence was selected 6% of the times, which corresponds

58%

10%

12%

6%

4%2%

0% 2%

6%

1st option

Motivation

Participation

Understanding contents

Class management

Self-esteem

Rapport

Recalling information

Feedback

Confidence

89

to three of the participants. Self-Esteem obtained 4% of the options, which is equal to two of

the respondents. Both rapport and feedback received 2% of the votes, each corresponding to

only one person. Finally, recalling information did not receive any votes, consequently

obtaining 0%. (For further information, see table 5, appendix 2).

The findings give evidence of the great importance which is assigned to motivation

by the EFL teachers in Punta Arenas, in relation to the use of nonverbal features. More than

half of the total of surveyed teachers valued and recognized the significant connection

between both conceptualizations, which are crucial for effective teaching processes as stated

by this investigation. Participation and understanding contents appeared with the next higher

percentages and, although both factors are from different source, i.e. affective and cognitive

areas, they are equally correlated to the use and misuse of nonverbal devices. Class

management was only appointed 6% of times, which reveals that probably teachers do not

reckon nonverbal cues as fundamental, when giving instructions or other specific tasks

related to the concept. As a result, most teachers selected their options accordingly to the

expectations of this study.

Graph 7 Item Hierarchy 2nd option

Out of 50 effectively surveyed teachers, 20% of the respondents corresponding to ten

people, also selected motivation as the second most closely related concept to the use of NVC

in the EFL classroom.

20%

18%

14%18%

10%

10%

2% 0%

8%

2nd option

Motivation

Participation


Class management

Self-esteem

Rapport


Feedback

Confidence

90

Similarly, 18% which corresponds to nine of the respondents nominated participation

as the primary explanation to use nonverbal features in the classroom. Exactly alike

Classroom Management was selected 18% of the occasions. 14% out of the participants

nominated Understanding Contents as their first option, which is equal to seven people. Both

Self-Esteem and Rapport were selected 10% of the times, each percentage corresponds to

five participants. Confidence obtained 8% of the votes, which is equal to four people; 2%

corresponds to recalling information which is equal to one person. Finally, feedback did not

receive any votes, consequently obtaining 0%. (For further information, see table 6, appendix

2).

The results reconfirmed that motivation is reckoned as a crucial factor that shows a

relationship with nonverbal communication. On this occasion 20% of the votes were assigned

to it, being closely followed by class management and participation. Despite the fact that for

purposes of this study, participation was not considered among the 4 most dependent

concepts of nonverbal communication, it can be valued as more relevant than others present

in the list, and which, in this case correctly received lesser percentage.

Graph 8 Item Hierarchy 3rd option

From a total of 50 successfully consulted teachers, 20% corresponding to 29

respondents, elected participation as the third concept correlated with nonverbal

communication in the EFL classroom.

4%

20%

16%

16%

10%

14%

4%

4% 12%

3rd option

Motivation

Participation


Class management

Self-esteem

Rapport


Feedback

Confidence

91

On the other hand, the options understanding contents and class management, both

obtained 16% of the votes, each corresponding to eight participants. Rapport was appointed

14% of the times, which is equal to seven people. 12% of the consulted participants

nominated confidence as their third option, which is equal to six respondents. 10% selected

self-esteem and corresponds to five people. Finally, the concepts of motivation, feedback and

recalling information received 4% of the votes that is equal to two people each. (For further

information, see table 7, appendix 2).

The results revealed that participation is considered as very much dependent to the

use and misuse of nonverbal devices. Once again, class management followed the list of

elections on third place. The findings disclosed understanding contents as a truly associated

concept to nonverbal communication, as it was expected in this investigation. Rapport, was

mentioned 14% of times as closely related concept, obtaining more votes than confidence,

which according to this study was considered among the four more essential. In spite of the

fact that rapport, as well as all notions included in the list are at different degrees related to

nonverbal communication in the EFL classroom, this investigation expected teachers to

select other items as more directly linked as primary.

Graph 9 Item Hierarchy 4th option

Out of 50 effectively polled teachers, 34% corresponding to 17 respondents selected

the concept confidence on third place as relevant to the use of NVC in the EFL classroom.

2%

16%2%

8%

14%

6%12%

6%

34%

4th option

Motivation

Participation


Class management

Self-esteem

Rapport


Feedback

Confidence

92

On the other hand, 16% which corresponds to eight of the respondents marked

participation as their third election. Closely, self-esteem was selected with 14% of the votes,

which is equal to seven people; 12% received the concept of recalling information, which

corresponds to six participants of the total. Classroom management was appointed with 8%

corresponding to four people and both rapport and feedback obtained 6% of the votes, each

percentage equals to three people. Lastly, motivation received 2% that is one person’s choice,

as well as the option understanding contents. (For further information, see table 8, appendix

2).

The findings brought into open confidence as one of the fundamental factors related

to NVC in the EFL classroom. The results were congruent to the investigation expectations,

since this factor together with motivation, class management and understanding contents

were previously appointed as the primary concepts by the researchers.



corresponding to 12 people, nominated feedback on seventh position of importance in

connection with the use of nonverbal communication in the EFL classroom. For clarification,

seventh position is understood as being the third least significant concept from the given list.

8%

6%

16%

10%

12%14%

8%

24%

2%

7th option

Motivation

Participation


Class management

Self-esteem

Rapport


Feedback

Confidence

93

Next, 16% which corresponds to eight of the participants opted for understanding

contents as the seventh related concept. Rapport was appointed 14% of the times, which

corresponds to seven people. Closely, 12% of the teachers nominated self-esteem as their

seventh option, which is equal to six people out of the total. Class management obtained 10%

of the votes, corresponding to five people and both motivation and recalling information

were elected 8% of times, being equal to four people each concept. 6% received

participation, which corresponds to three people and 2% of the respondents, that is one

person selected confidence. (For further information, see table 9, appendix 2).

The results illustrated that nearly a quarter of the respondents, denominated feedback

as the third least important concepts dependent of nonverbal features usage. Secondly appears

understanding contents and third in percentage is rapport. In this case, the assignation of

relevance given by the participants of the survey was incongruent to the expectations of this

study, since understanding contents is considered among the most essential concepts on the

list by the researcher.


Out of 50 successfully polled teachers, 40% corresponding to 20 people, selected

recalling information as the second least closely related concept to the use of NVC in the

EFL classroom. For clarification, eighth position is understood as being the second least

important concept from the given list.

0%

6%

2%4%

14%

20%40%

12%

2%

8th option

Motivation

Participation


Class management

Self-esteem

Rapport


Feedback

Confidence

94

On the other hand, 20% corresponding to ten people elected rapport as the

penultimate related concept from the list. Self-esteem was appointed 14% of the times, which

corresponds to seven people. Closely, 12% of the respondents denominated feedback as their

eighth option, which is equal to six people out of the total. Participation obtained 6% of the

votes, corresponding to three respondents. Class management was selected 4% of times,

being equal to two people each concept. Both understanding contents and confidence

received 6% which corresponds to three people each. Finally, motivation did not receive any

votes, consequently obtaining 0%. (For further information, see table 10, appendix 2).

The findings revealed that nearly half of the respondents consider that recalling

information does not depend upon the use of nonverbal devices, placing it as the penultimate

concept of the list, in level of importance. Next, receiving a significant percentage appears

rapport, which with 20% of the votes was secondly elected as the penultimate factor

connected with nonverbal communication. Self-esteem also received a considerable

percentage, similarly did Feedback. The three options named by teachers in this position are

in accordance with the expectations of the research.



corresponding to 15 people, nominated feedback on ninth position of importance. Ninth

position being the least important concept from the list.

0% 2%

14%

8%

6%

14%

22%

30%

4%

9th option

Motivation

Participation


Class management

Self-esteem

Rapport


Feedback

Confidence

95

Next, 22% which corresponds to 11 of the participants elected recalling information

as the ninth related concept. Understanding contents was appointed 14% of the times, which

corresponds to seven people; equally did the concept of rapport. Class management obtained

8% of the votes, corresponding to four people. 6% received self-esteem, which corresponds

to three people and 4% of the respondents, that is two people selected confidence as the least

relevant concept linked to the use of nonverbal communication. Participation was only voted

once, corresponding to 2% and finally motivation did not receive votes at all, which is equal

to 0%. (For further information, see table 11, appendix 2).

The results illustrated that more than a quarter of the respondents, denominated

feedback as the least important concept dependent of the use of nonverbal features in the EFL

classroom. Rapport and understanding contents also received significant percentages;

rapport had been mentioned as non-relevant, in the previous position as well, which

reconfirm teachers’ inclination; however, understanding contents obtaining such amount of

votes as non-important, is incongruent to the expectations of this study.

96

4.1.3. Multiple choice

Statement 1: “I am aware of the nonverbal messages I send.”

Graph 13 Item Multiple choice statement 1

Regarding the first statement of the item of multiple choice, “I am aware of the

nonverbal messages I send”, out of 50 surveyed teachers 42% stated that have often felt

related to the statement, which corresponds to 21 people; 32% of the teachers declared that

they have always felt related to the statement, which correspond to 16 people; 22% of the

polled indicated they have sometimes felt related to the statement, which corresponds to 11

people; 2% of the surveyed participants declared that they have seldom felt related to the

statement, which corresponds to one person, similarly 2% of the respondents stated they have

never felt related to the statement, which corresponds to one person. (For further information,

see table 13, appendix 2).

The fact that nearly three quarters of the respondents answered that they have often

or always been aware of the nonverbal messages they send, demonstrates that the teachers

are able to manage their ideas and what they want to convey in a proper manner. In other

words, they handle the basics of NVC, and how it may influence their professional

environment. On the other hand, a quarter of the consulted teachers show a lack of

32%

42%

22%

2% 2%

Statement 1

Always

Often

Sometimes

Seldom

Never

97

understanding on how nonverbal messages can aid the teaching practice, as this information

evidences that this percentage is not fully aware of the silent messages they send to their

learners.

Statement 2: “I am confused of my students’ attitudes and gestures.”


Regarding the second statement of the item of multiple choice, “I am confused of my

students’ attitudes and gestures”, out of 50 surveyed teachers 40% stated that have seldom

felt related to the statement, which corresponds to 20 people; 28% of the teachers declared

that they have never felt related to the statement, which corresponds to 14 people; 22% of

the surveyed indicated they have sometimes felt related to the statement, which corresponds

to 11 people; 8% of the participants declared that they have often felt related to the statement,

which corresponds to four people; finally, 2% of the respondents manifested that they have

always felt related to the statement, which corresponds to one person (for further information,


This question was aimed at checking if teachers had the capacity of interpreting the

nonverbal cues that learners transmit in the English class, that is to say, signs of frustration,

achievement, understanding (or lack of), among others. Less than three quarters of the

2%

8%

22%

40%

28%

Statement 2

Always

Often

Sometimes

Seldom

Never

98

teachers declared that have never or seldom felt confused by their students’ attitudes, which

is considered to be an important number, due to the fact that these signals are vital for

comprehending the learners’ needs, as well as their motivations. Expressions and gestures

demonstrate positive and negative emotions towards different situations; therefore, it is

necessary that teachers recognize them. In this respect, the fact that nearly a third of the polled

teachers stated that they have felt either sometimes, often or always confused by the attitudes

and gestures of the learners, reveal that they may have difficulties at detecting their students’

unspoken needs, moods, and dispositions towards the class.

Statement 3: “I feel uncomfortable when performing exaggerated gestures in front of

my class.”

Graph 15 Item Multiple choice Statement 3

Regarding the third statement of the item of multiple choice, “I feel uncomfortable

when performing exaggerated gestures in front of the class”, out of 50 polled teachers, 48%

declared that have never felt related to the statement, which corresponds to 24 people; 26%

of the teachers stated that they have sometimes felt related to the statement, which

corresponds to 13 people; 16% of the surveyed indicated they have seldom felt related to the

statement, which corresponds to eight people; 6% of the participants manifested that they

have often felt related to the statement, which corresponds to three people; finally, 4% of the

4%6%

26%

16%

48%

Statement 3

Always

Often

Sometimes

Seldom

Never

99

respondents manifested that they have always felt related to the statement, which corresponds

to two people. (For further information, see table 15, appendix 2).

A number close to a half of the survey respondents declared that have never feel

uncomfortable with exaggerated gestures, which indicates that they utilize nonverbal

techniques quite comfortably in the English classroom. This number is aided by a 16% who

declared that have seldom felt uncomfortable, which together make a large number of

teachers who are not afraid of being exaggerated in their gestures and movements for

achieving the linguistic goals of the class. On the other hand, the amount of teachers who

have felt sometimes, often, or always uncomfortable with performing exaggerated gestures

demonstrate that they do not feel at ease with using kinesthetic devices for teaching purposes,

which lead the researchers to think that they prefer using other kind of strategies.

Statement 4: “I have my hands in my pockets when talking.”


Regarding the fourth statement of the item of multiple choice, “I have my hands in

my pocket when talking”, out of 50 surveyed teachers, 82% stated that have never felt related

to the statement, which corresponds to 41 people; 14% of the teachers declared that they have

seldom felt related to the statement, which corresponds to seven people; 2% of the surveyed

indicated they have sometimes felt related to the statement, which corresponds to 1 person;

2% 0% 2%

14%

82%

Statement 4

Always

Often

Sometimes

Seldom

Never

100

similarly, 2% of the participants manifested that they have always felt related to the

statement, which corresponds to one person; finally, 0% of the respondents declared that they

have often felt related to the statement. (For further information, see table 16, appendix 2).

The results in this statement show that a vast majority of the polled teachers have a

proper posture when teaching, as having the hands in their pockets is a stance that shows

indifference towards what is happening in the classroom. This kind of attitude might affect

motivation and participation from the learners. Fortunately, only a small number of the

survey respondents recognized having this habit, as the hands are one of the most important

features of nonverbal communication; through them, people can communicate great amounts

of information. So is the importance of avoid having the hands in their pockets, as well as

other kind of postures which do not benefit the learning environment.

Statement 5: “I manage the tone of my voice according to the situation”


Regarding the fifth statement of the item of multiple choice, “I manage the tone of

my voice according to the situation”, out of 50 polled teachers, 66% declared that have

always felt related to the statement, which corresponds to 33 people; 26% of the teachers

manifested that they have often felt related to the statement, which corresponds to 13 people;

8% of the surveyed indicated that they have sometimes felt related to the statement, which

66%

26%

8%

0% 0%

Statement 5

Always

Often

Sometimes

Seldom

Never

101

corresponds to four people; 0% of the participants manifested that they have seldom and have

never felt related to the statement. (For further information, see table 17, appendix 2).

The results indicate that a vast majority of the teachers have control over vocalic

features of NVC, which demonstrates that they know how to convey emotions and ideas by

using their voice alone. This information is additionally relevant for matters of classroom

management, due to the fact that controlling the tone of the voice is vital to keep an engaged,

motivated classroom, as well as for keeping undesirable behavior in check, whether it is

originated from isolated actions or disruptive conditions. The small number of teachers who

manifested that sometimes manage the tone of their voice indicates that they do have certain

handle over vocalic features; however, it is questionable whether they use these abilities

accordingly or choose other strategies for classroom management or conveying messages.

Statement 6: “I express myself through signals for specific messages.”


Regarding the sixth statement of the item of multiple choice, “I express myself

through signals for specific messages”, out of 50 surveyed teachers,38 % stated that have

often felt related to the statement, which corresponds to 19 people; 36% of the teachers

declared that they have always felt related to the statement, which corresponds to 18 people;

20% of the surveyed indicated they have sometimes felt related to the statement, which

36%

38%

20%

6%

0%

Statement 6

Always

Often

Sometimes

Seldom

Never

102

corresponds to ten people; 6% of the participants manifested that they have seldom felt

related to the statement, which corresponds to three people; finally, 0% of the respondents

manifested that they have never felt related to the statement. (For further information, see

table 18, appendix 2).

In this case, more than half of the survey respondents express that they use nonverbal

communication cues when expressing ideas or messages, which demonstrates teachers are

proficient in using other method of communication besides words. On the other hand a few

amount of teachers are not skilled on using nonverbal communication, or are not conscious

of the features of nonverbal communication for teaching purposes.

Statement 7: “I make use of facial expressions of different kinds”


Regarding the seventh statement of the item of multiple choice, “I make use of facial

expressions of different kinds”, from a total of 50 surveyed teachers, 36% stated that have

often felt related to the statement, which corresponds to 18 people; 32% of the teachers

declared that they have always felt related to the statement, which corresponds to 16 people;

32% of the polled indicated they have sometimes felt related to the statement, which

corresponds to 16 people; finally, the features of seldom and never received 0% of the

preferences each. (For further information, see table 19, appendix 2).

32%

36%

32%

0% 0%

Statement 7

Always

Often

Sometimes

Seldom

Never

103

In this question, no teachers declared that they do not use facial expression which

leads to the belief that teachers are proficient in this area. Moreover, all of the teachers that

answered the survey, declared to make use of facial expressions in different degrees. Due to

the fact that these nonverbal features have relationship with areas such as classroom

management, feedback, interpretation of ideas, convey agreement, or avoid

misunderstandings, it can be asserted that teachers in Punta Arenas have an excellent

command of this element.

Statement 8: “I rely on nonverbal features to communicate my ideas”


Regarding the eighth statement of the item of multiple choice, “I rely on nonverbal

features to communicate my ideas”, out of 50 polled teachers, 32% declared that have often

felt related to the statement, which corresponds to 16 people; 28% of the teachers manifested

that they have always felt related to the statement, which corresponds to 14 people; 26% of

the surveyed indicated they have sometimes felt related to the statement, which corresponds

to 13 people; 14% of the participants declared that they have seldom felt related to the

statement, which corresponds to seven people; finally, 0% of the respondents manifested that

they have never felt related to the statement. (For further information, see table 20, appendix

2).

28%

32%

26%

14%

0%

Statement 8

Always

Often

Sometimes

Seldom

Never

104

The results of this question show that over 50% of the surveyed teachers make use of

nonverbal cues in order to transmit ideas inside the classroom in an effective manner. The

importance of putting this knowledge into practice is backing up verbal expressions, adding

emphasis to what the teacher has to say, in order to make messages more coherent as well as

understandable. Meanwhile, about a third of the teachers focus more in verbal features rather

than nonverbal ones. The researchers consider that for the EFL classroom, this latter behavior

is not wrong, but it is not advisable, due to the fact that the lack of nonverbal elements might

influence in the learning process.

Statement 9: “I am efficient in using nonverbal communication”


Regarding the ninth statement of the item of multiple choice, “I am efficient in using

nonverbal communication”, from a total of 50 surveyed teachers, 50% manifested that have

often felt related to the statement, which corresponds to 25 people; 26% of the teachers stated

that they have always felt related to the statement, which corresponds to 13 people; 20% of

the surveyed declared they have sometimes felt related to the statement, which corresponds

to ten people; 4% of the participants stated that they have seldom felt related to the statement,

which corresponds to two people; finally, 0% of the respondents declared that they have

never felt related to the statement. (For further information, see table 21, appendix 2).

26%

50%

20%

4%

0%

Statement 9

Always

Often

Sometimes

Seldom

Never

105

In this case, nearly three quarters of the polled manifested that they are efficient in

using NVC. This is a positive number, considering that nonverbal features in the classroom

affect areas such as comprehension, avoiding misunderstandings, clear ideas and messages,

as well as providing effective learning environments. It also demonstrates that these teachers

have knowledge of NVC features and how to put them into practice. Moreover any teachers

manifested that they are not efficient in using nonverbal communication. On the contrary, a

quarter of teachers declared not to be efficient in using NVC in the classroom; this

demonstrates that they focus on verbal communication rather than nonverbal communication

for teaching purposes.

Statement 10: “I am efficient in interpreting nonverbal messages”


Regarding the tenth statement of the item of multiple choice, “I am efficient in

interpreting nonverbal messages”, out of 50 polled teachers, 58% declared that have often

felt related to the statement, which corresponds to 29 people; 24% of the teachers manifested

that they have sometimes felt related to the statement, which corresponds to 12 people; 14%

of the surveyed indicated they have always felt related to the statement, which corresponds

to seven people; 4% of the participants declared that they have seldom felt related to the

statement, which corresponds to two people; finally, 0% of the respondents manifested that

14%

58%

24%

4%

0%

Statement 10

Always

Often

Sometimes

Seldom

Never

106

they have never felt related to the statement. (For further information, see table 22, appendix

2).

The results illustrate that three quarters of the teachers are able to interpret and

understand nonverbal messages; this demonstrates that teachers in Punta Arenas, have a good

command of NVC, which points to an effective teaching practice. The interpretation of ideas

and messages is quite relevant because it helps to maintain a good environment as well as

motivating atmosphere in the classroom. Furthermore any of the teachers manifested that

they are not efficient in interpreting nonverbal messages, which means the total of the

surveyed are competent in interpretation of nonverbal ideas.

Statement 11: “I use my hands exaggeratedly when explaining”


Regarding the eleventh statement of the item of multiple choice, “I use my hands

exaggeratedly when explaining”, from a total of 50 polled teachers, 32% declared that have

sometimes felt related to the statement, which corresponds to 16 people; 28% of the teachers

manifested that they have often felt related to the statement, which corresponds to 14 people;

22% of the surveyed indicated they have seldom felt related to the statement, which

corresponds to 11 people; 16% of the participants stated that they have seldom felt related to

the statement, which corresponds to eight people; finally, 2% of the respondents declared

16%

28%

32%

22%

2%

Statement 11

Always

Often

Sometimes

Seldom

Never

107

that they have never felt related to the statement, which corresponds to one person. (For

further information, see table 23, appendix 2).

In this question, there is a balance between the percentage of teachers who declared

that used exaggerated gestures with their hands and the ones who stated the opposite. This

feature has to do with kinesics, and it may have a large variety of effects on students, both

positive and negative. First of all, exaggerated movement of the hands can mean that the

teacher uses them for emphasizing meaning, to clarify or to give feedback; however, it may

be also an indicator of insecurity and nervousness. Therefore, if the first interpretation is

taken into consideration, the teachers that gave a positive answer are proficient in using hands

to communicate, as hands are the most effective tool of nonverbal communication.

Nevertheless, if the second interpretation is taken into account, the teachers who answered

negatively to the statement would show that they are more self-controlled, secure, and

confident than the ones that answered positively.

Statement 12: “My verbal messages are misunderstood by my students”


Regarding the twelfth statement of the item of multiple choice, “My verbal messages

are misunderstood by my students” , out of 50 polled teachers, 50% declared that have seldom

felt related to the statement, which corresponds to 25 people; 20% of the teachers stated that

2%

12%

20%

50%

16%

Statement 12

Always

Often

Sometimes

Seldom

Never

108

they have sometimes felt related to the statement, which corresponds to ten people; 16% of

the surveyed indicated they have never felt related to the statement, which corresponds to

eight people; 12% of the participants stated that they have often felt related to the statement,

which corresponds to six people; finally, 2% of the respondents declared that they have

always felt related to the statement, which corresponds to one person. (For further


According to the results, a vast majority of the surveyed teachers consider that their

verbal messages are not frequently misunderstood. This question is connected to the

coherence between verbal and nonverbal messages; therefore, these teachers show ability to

send messages that are consistent with their nonverbal behaviors. This leads to a more

successful teaching practice. In the case of the minority of teachers who stated that their

verbal messages are misunderstood by their students, it may indicate that they do not

demonstrate what they say in the attitude they project.

Statement 13: “I use a marker, a pen or other object between my hands when speaking”

Graph 25 Item Multiple Choice Statement 13

Regarding the thirteenth statement of the item of multiple choice, “I use a marker, a

pen or other object between my hands when speaking”, from a total of 50 surveyed teachers,

34% stated that have always felt related to the statement, which corresponds to 17 people;

34%

26%

24%

12%

4%

Statement 13

Always

Often

Sometimes

Seldom

Never

109

26% of the teachers declared that they have often felt related to the statement, which

corresponds to 13 people; 24% of the polled indicated they have sometimes felt related to the

statement, which corresponds to 12 people; 12% of the participants stated that they have

seldom felt related to the statement, which corresponds to six people; finally, 4% of the

respondents declared that they have never felt related to the statement, which corresponds to

two people. (For further information, see table 25, appendix 2).

The results illustrate that over a quarter of the teachers use external objects while

having a communicative situation. This circumstance might have several interpretations,

such as nervousness or insecurity, as well as being an effective manner to channeling the

energy. Therefore, a good number of teachers might channel their nervousness or insecurity

by means of holding a pen or any other object. On the contrary, the teachers who do not use

external objects might have a greater level of self-control in managing their emotions.

Statement 14: “My students understand what I say by observing me carefully”


Regarding the thirteenth statement of the item of multiple choice, “My students

understand what I say by observing me carefully”, out of 50 surveyed teachers, 40% declared

that have often felt related to the statement, which corresponds to 20 people; 38% of the

teachers stated that they have sometimes felt related to the statement, which corresponds to

18%

40%

38%

2% 0%

Statement 14

Always

Often

Sometimes

Seldom

Never

110

19 people; 18% of the polled indicated they have always felt related to the statement, which

corresponds to nine people; 2% of the participants manifested that they have seldom felt

related to the statement, which corresponds to one person; finally, 0% of the respondents

declared that they have never felt related to the statement. (For further information, see table

26, appendix 2).

It can be inferred that a great number of teachers have a good handle in expressing

themselves through nonverbal features of diverse types. For instance, it goes beyond the

already analyzed areas of facial expressions, gestures or postures, as it includes oculesics

(eye contact) and proxemics (distance).The teachers who answered positively –or partially

positive- to the statement, demonstrate that they are aware of the benefits of a good use of

nonverbal cues, being more efficient in their teaching practice. In the case of the small

number of teachers who answered negatively to the statement, it indicates that the application

of these features is not thorough.

Statement 15: “My students have confused the tone of my voice with my real intentions”


Regarding the fifteenth statement of the item of multiple choice, “My students have

confused the tone of my voice with my real intentions”, from a total of 50 surveyed teachers,

54% stated that have seldom felt related to the statement, which corresponds to 27 people;

0%

6%

22%

54%

18%

Statement 15

Always

Often

Sometimes

Seldom

Never

111

22% of the teachers declared that they have sometimes felt related to the statement, which

corresponds to 11 people; 18% of the surveyed indicated they have never felt related to the

statement, which corresponds to nine people; 6% of the participants stated that they have

often felt related to the statement, which corresponds to three people; finally, 0% of the

respondents manifested that they have always felt related to the statement. (For further


The vast majority of the survey respondents manifested that it is not usual that the

students misunderstand the teachers’ intentions with the tone of the voice, which shows that

they are aware of the vocalic features of nonverbal communication, handling their voice

appropriately when the situation requires it. Areas such as rapport and classroom

management are benefited by this. On the other hand, a small amount of teachers declared

that their students have misunderstood their intentions, which demonstrates either a lack of

control over the vocalic features or over the emotions.

112

4.1.4. Rating

Most important concepts

Graph 28 Item Rating 1st important concept

From a list of nine concepts connected with nonverbal communication in the EFL

classroom, the feature chosen as primary element was distributed as follows:

Out of 50 teachers, 50% considered it to be tone of the voice, which corresponds to

25 people; 18% declared it to be movement of the hands, which corresponds to nine people;

14% of the surveyed selected posture, which corresponds to seven people; 12% of the

respondents manifested it to be expression of the eyes, which corresponds to six people; 4%

of the polled, elected smiling, which corresponds to two people; finally, the features of

touching, jewelry, and distance received 0% of the preferences each. (For further


The findings reveal that half of the polled teachers are in accordance with the

expectations of this study by choosing as the most correlated notion tone of the voice. The

concept mentioned received great amount of the preferences, being distantly followed by the

concepts of movements of the hands, posture and expression of the eyes as most significant

features connected with nonverbal communication in the EFL classroom. These general

results give evidence of the vast awareness and wisdom that English teachers in Punta Arenas

12%

18%

0%

4%14%

50%

2%0% 0%

1st important concept

Expression of the eyes

Movement of the hands

Touching

Smiling

Posture

Tone of voice

Clothing

Jewelry

Distance

113

possess in regards to the primary nonverbal devices they have to put emphasis on, in order

to simplify and guarantee more teaching-learning effectiveness. Only one significant

percentage was received by an element which does not coincide with the notions settled as

important by the researchers; this concept corresponds to smiling, named 10% of the times.

Graph 29 Item Rating 2nd Important concept

From a list of nine nonverbal features, teachers selected as the secondly most

correlated device as follows:

Out of 50 consulted teachers, 26% considered that expressions of the eyes should be

in second place, which corresponds to 13 people; similarly, 24% declared it to be tone of the

voice, which corresponds to 12 people, equal percentage of votes was given to posture. 14%

of the surveyed selected movements of the hands, which corresponds to seven people; 10%

of the respondents nominated smiling on second place, which corresponds to five people; 2%

of the respondents, which corresponds to one participant opted for distance; and finally,

nonverbal devices of touching, jewelry, and clothing received 0% of the preferences each.

(For further information, see table 29, appendix 2).

The results reconfirmed what was exposed in the previous item. Teachers majorly

chose expressions of the eyes, tone of the voice and posture as the three most essential notions

correlated with nonverbal communication in the EFL classroom. All elements received very

26%

14%

0%10%

24%

24%

0%0%

2%

2nd important concept



Touching

Smiling

Posture

Tone of voice

Clothing

Jewelry

Distance

114

alike percentages, from 26% to 24%. The findings are positive in relation to the expectations

of the study, and because they prove that EFL teachers in Punta Arenas truly possess the

knowledge of nonverbal features which are of powerful usage inside the classroom.

Graph 30 Item Rating 3rd Important concept

From a list of nine concepts correlated with nonverbal communication in the EFL

classroom, the feature elected on third place goes as follows:

Out of 50 polled teachers, 20% considered that expressions of the eyes, which

corresponds to ten people; similarly, tone of the voice, smiling and movements of the hands

were elected with 18% each, which corresponds to nine people. 16% nominated posture,

which is equal to eight respondents; 6% was assigned to the concept of distance; 2% received

touching and clothing, which corresponds to one person each. Finally, jewelry did not receive

votes, which is equal to 0% of preferences. (For further information, see table 30, appendix

2).

The findings supported what was previously reflected in the first and second

resolutions in regards to the most important concept correlated. In this case, a fifth of the

consulted teachers selected expressions of the eyes as the most important feature in the EFL

classroom, being consistent to the expectations of this study.

20%

18%

2%18%

16%

18%

2%0%

6%

3rd important concept



Touching

Smiling

Posture

Tone of voice

Clothing

Jewelry

Distance

115

Least important concepts

Graph 31 Item Rating 1st Least important concept

From a list of nine concepts correlated with nonverbal NVC in the EFL classroom,

the feature chosen as the least relevant notion resulted as follows:

Out of 50 teachers, 74% considered it to be jewelry, which corresponds to 37 people;

8% selected clothing, which corresponds to four participants; 6% was designated to concepts

of touching and distance, both receiving three votes each. Movement of the hands, posture

and tone of the voice were elected 2% of times each, which is equal to one vote per concept.

Finally, expressions of the eyes and smiling were assigned 0% of times. (For further


The findings revealed that the consultants chiefly nominated jewelry as the most

irrelevant concept connected with nonverbal communication, and that may affect the

teaching learning process in the EFL classroom. This result is totally congruent with the

expectations of the investigation.

0% 2%

6%

0% 2%

2%

8%

74%

6%

1st least important concept



Touching

Smiling

Posture

Tone of voice

Clothing

Jewelry

Distance

116

Graph 32 Item Rating 2nd Least important concept

From a list of nine concepts related with nonverbal communication in the EFL

classroom, the feature chosen as the second least relevant concept resulted as follows:

Out of 50 teachers, 46% considered it to be clothing, which corresponds to 23 people;

20% opted for jewelry, which corresponds to ten people; close results were given to distance,

which received 18% of the votes, corresponding to nine participants; 12% of the respondents

manifested it to be touching, which corresponds to six people. Smiling and posture obtained

2% of the poll, being equal to one person each; finally, expressions of the eyes, tone of the

voice and movement of the hands were designated 0% of the votes.(For further information,


The results disclosed that almost half of the polled teachers considered clothing to be

a subsidiary nonverbal element in the EFL classroom. Second highest percentage was given

to jewelry, reconfirming what was resolved in the previous item. These resolutions are

consistent to the expectations of the study; notwithstanding, it was expected that touching

would have received higher percentage.

0% 0%

12% 2%2%

0%

46%

20%

18%

2nd least important concept



Touching

Smiling

Posture

Tone of voice

Clothing

Jewelry

Distance

117

Graph 33 Item Rating 3rd Least important concept

From a list of nine concepts correlated with nonverbal communication in the EFL

classroom, the feature selected as the third least relevant concept goes as follows:

Out of 50 teachers, 36% considered it to be distance, which corresponds to 18 people;

34% chose clothing, corresponding to 17 participants; touching received 22% of the votes,

corresponding to 11 people; 4% of the respondents opted for smiling, which is equal to two

people. Expression of the eyes and jewelry received 2% of the votes, which corresponds to

one person each. Finally, tone of the voice, posture and movement of the hands were

designated 0% of the votes. (For further information, see table 33, appendix 2).

The findings showed distance as the third subsidiary nonverbal element. This was

closely followed by clothing, which received a significant amount of votes, alike was the

case of touching. From the results, it can be reaffirmed that clothing is considered as one of

the least important concepts related to NVC; however, in accordance to the expectations of

the study, touching should have been considered less relevant than distance.

2% 0%

22%

4% 0%

0%

34%2%

36%

3rd least important concept



Touching

Smiling

Posture

Tone of voice

Clothing

Jewelry

Distance

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4.1.5. True or False

Graph 34 Item True or False

Graph 35 Item True or False Percentages

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30

40

50

60

True and False answers

FALSE

TRUE

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percentage of correct and incorrect answers

Incorrect

Correct

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Statement 1: In this statement, 29 teachers answered True to “Nonverbal messages

can be more confusing than verbal messages”, while 21 considered it to be false. Considering

that the correct answer for statement Nº 1 “Nonverbal messages can be more confusing than

verbal messages” was True, 58% of the surveyed teachers answer correctly, while 42%

provided an incorrect answer. (For further information, see table 34, appendix 2).


are radically honest”, while 15 teachers considered it to be false. Considering that the correct

answer for statement Nº 2 “Nonverbal messages are radically honest” was False, 30% of the

surveyed teachers answer correctly, while 70% provided an incorrect answer. (For further



can manifest the teacher´s expectations”, while four teachers considered it to be false.

Considering that the correct answer for statement Nº 3 “Nonverbal messages can manifest

the teachers’ expectations” was True, 92% of the surveyed teachers answer correctly, while

8% provided an incorrect answer. (For further information, see table 34, appendix 2).

Statement 4: In this statement, 36 teachers answered True to “Nonverbal signals

manifest more feelings than words”, while 14 teachers considered it to be false. Considering

that the correct answer for statement Nº 4 “Nonverbal signals manifest more feelings than

words” was True, 72% of the surveyed teachers answer correctly, while 28% provided an

incorrect answer. (For further information, see table 34, appendix 2).

Statement 5: In this statement, 42 teachers answered True to “Nonverbal

communication facilitates sending complex messages”, while eight teachers considered it to

be false. Considering that the correct answer for statement Nº 5 “Nonverbal communication

facilitates sending complex messages” was True, 84% of the surveyed teachers answer

correctly, while 16% provided an incorrect answer. (For further information, see table 34,

appendix 2).


cannot be faked or hidden”, while 23 teachers considered it to be false. Considering that the

correct answer for statement Nº 6 “Nonverbal messages cannot be faked or hidden” was True,

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54% of the surveyed teachers answer correctly, while 46% provided an incorrect answer.



are congruent to verbal messages; if not, verbal utterances are more credible”, while 18

teachers considered it to be false. Considering that the correct answer for statement Nº 7

“Nonverbal messages are congruent to verbal messages; if not, verbal utterances are more

credible” was False, 36% of the surveyed teachers answer correctly, while 64% provided

an incorrect answer. (For further information, see table 34, appendix 2).


communication can increase the willingness to participate”, while three teachers considered

it to be false. Considering that the correct answer for statement Nº 8 “Nonverbal

communication can increase the willingness to participate” was True, 94% of the surveyed

teachers answer correctly, while 6% provided an incorrect answer. (For further information,



are universally understood by all human beings”, while 22 teachers considered it to be false.

Considering that the correct answer for statement Nº 9 “Nonverbal messages are universally

understood by all human beings” was False, 44% of the surveyed teachers answer correctly,

while 56% provided an incorrect answer. (For further information, see table 34, appendix

2).


can modify students’ behaviors”, while 10 teachers considered it to be False. Considering

that the correct answer for statement Nº 10 “Nonverbal messages can modify students’

behaviors” was True. 80% of the surveyed teachers answer correctly, while 20% provided

an incorrect answer. (For further information, see table 34, appendix 2).


are less relevant than clear verbal messages when explaining contents”, while 36 teachers

considered it to be false. Considering that the correct answer for statement Nº 11 “Nonverbal

messages are less relevant than clear verbal messages when explaining contents” was False,

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72% of the surveyed teachers answer correctly, while 28% provided an incorrect answer.


Statement 12: In this statement, four teachers answered True to “Nonverbal

communication can only affect students’ confidence and self-esteem negatively”, while 46


“Nonverbal communication can only affect students’ confidence and self-esteem negatively”

was False, 92% of the surveyed teachers answer correctly, while 8% provided an incorrect

answer. (For further information, see table 34, appendix 2).


communication is crucial during a teaching lesson, especially in the presentation stages”,

while 7 teachers considered it to be false. Considering that the correct answer for statement

Nº 13 “Nonverbal communication is crucial during a teaching lesson, especially in the

presentation stages” was True, 86% of the surveyed teachers answer correctly, while 14%

provided an incorrect answer. (For further information, see table 34, appendix 2).


cannot express what words can”, while 35 teachers considered it to be false. Considering that

the correct answer for statement Nº 14 “Nonverbal messages cannot express what words can”

was False, 70% of the surveyed teachers answer correctly, while 30% provided an incorrect



communication is directly linked with various significant teaching techniques”, while six


“Nonverbal communication is directly linked with various significant teaching techniques”

was True, 88% of the surveyed teachers answer correctly, while 12% provided an incorrect


Judging by the results of this item, it can be concluded that, in general terms, most of

the teachers in Punta Arenas have a good command of nonverbal communication features.

For instance, in the majority of cases, the teachers answered according to the researchers

expectations. With the exception of three statements that were answered correctly less than

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the 50% of the times, most of the statements had over 54% of accuracy. These findings reveal

that the teachers are well aware of the function that nonverbal features play in the EFL

classroom, as well as how to put them into practice. Only three statements out of the fifteen

were answered incorrectly in a greater number (statements 2, 7, and 9), with 56% or more

wrong responses. These questions had to do with general knowledge of the topic of nonverbal

communication rather than practical applications in the classroom.

Graph 36 Item Other mentioned techniques

Statement 15 led to an extra open question if the respondent gave a positive answer

to it: “If your answer was positive, can you name some techniques you have used in your

lessons?” The graph above shows the number of times certain techniques were mentioned by

the teachers, with a total of 61 mentions (as many answered with more than one technique).

These results disclose that the most used techniques connected with nonverbal

communication are mimicry (15 mentions), Total Physical Response (13 mentions), Realia

(five mentions), and role-play (eight mentions). The researchers considered role-play as a

valid answer since it contains elements related to drama. (For further information, see table

36, appendix 2).

Continuing with the techniques, there were nine mentions to strategies that had no

relationship with NVC or with the topic of the research, such as communicative approach,

oral expression, eliciting, drilling, self-learning, etc. Furthermore, there were 11 teachers who

0

2

4

6

8

10

12

14

16

Mentioned techniques

Mentions

123

answered True to the fifteenth statement, but did not mention any kind of technique. These

findings may have three interpretations: first, that some teachers in Punta Arenas do not take

advantage of learning strategies that use nonverbal features; second, that teachers do not

recognize the difference between techniques or strategies from approaches; third, that these

teachers do not identify teaching techniques from theoretical concepts related to nonverbal

communication.

4.1.6. Conclusions

In general terms, the findings encountered during the analysis of the information

collected through the survey are very in accordance to the expectations of the investigation,

in other words, the hypothesized results made by the researchers were proved.

From section 2, hierarchy, it is possible to affirm that motivation is regarded as an

extremely important notion correlated with NVC, according to the surveyed teachers. This

concept occupies the first and second place of preferences. Secondly in terms of relevance is

participation, followed by confidence and class management. These resolutions are partially

coherent with the expectations of the study; however, percentages reflect that teachers’

preferences are very divergent.

Percentages received by the previously mentioned concepts, should have been higher,

as to reflect more directly, and clearly, that most of teachers made the best choice.

Consequently, it can be said that, while there were many a polled teacher who selected the

concepts accordingly to the expectations of the study, there was also a significant number of

consulted teachers who prioritized less relevant notions, for example, rapport and self-

esteem; unexpectedly, both concepts were nominated among the primary options by various

respondents. Finally, it is of high importance to mention that understanding contents was one

of the features that did not obtain as remarkable percentage of preferences as it was

anticipated by the researchers, which was justified due to the great value NVC has when

introducing and explaining contents of the subject.

Regarding the last position of the hierarchy, feedback should not be one of the last

choices, since the literature supports the fact that nonverbal feedback is tremendously

beneficial for the learner, from the point of view of the cognitive as well as affective factors.

124

As a general conclusion, for the first section of the teacher’s survey it is inferred that

EFL teachers in Punta Arenas truly see nonverbal features as a relevant matter, especially for

students’ affective learning; however, unfortunately teachers do not recognize the pivotal

role that NVC has in regards to the cognitive area, or they do not deem nonverbal features’

significance as much as they should, according to the theoretical support exposed throughout

this study.

From section 3, multiple choice, it can be concluded that teachers in Punta Arenas

have, in overall, great mastery over the practical uses of nonverbal features in the EFL

classrooms. In spite of the honesty factor involved, it can be said that teachers are quite

proficient in encoding and decoding nonverbal messages; notwithstanding, there is a

considerable number of respondents who declared they feel very uncomfortable when

performing gestures or any kind of body language exaggeratedly. These facts are quite

dismaying due to the noteworthiness that NVC has in foreign language teaching since

understanding is noticeably simpler and more effective when using nonverbal features to

convey meanings.

It is to be mentioned that there is a sort of contradiction among the number of teachers

who declared they use their hands as a primary tool to convey meanings and the large number

of teachers who declared they use a marker or other object in their hands while speaking.

This latter notion can indicate various ideas but mainly, it may indicate that the decoder of

messages is unease and, even worse, not confident about what he/she is saying due to evident

nervousness. Even though, using a marker or other object has been openly recommended for

relaxation, teachers must avoid misinterpretations, especially when explaining specific

contents.

From section 4, rating, it can be pronounced that teachers consider as the definite

most important concept related to NVC in the EFL classroom the tone of the voice; next,

expression of the eyes; and last, movement of the hands. These outcomes are positively

coherent with the pre-settled expectations of the researchers, and are also a reflection of the

quite substantial understanding teachers actually have in relation to the features of NVC and

their principal effects. From the 4 notions pointed out as the chief ones by the researchers in

this study, only posture was not given primary importance; on the contrary, it was appointed

125

as one of the least relevant concepts from the list, which is contradictory to the expected

preferences in this item.

On the other hand, smiling was also considered an important feature correlated with

NVC and the EFL classroom; however, this particular result was not expected in the study;

though smiling is many a time very significant for maintaining a positive interaction, it should

not had been prioritized much more than posture, since the latter according to this

investigation, it is more directly connected with the teaching process.

Lastly, the least important concepts correlated with NVC are: jewelry, clothing and

distance. These 3 notions were also nominated by the researchers as the least important; as a

result, it can be declared that teachers identify which the least important factors are,

additionally to recognizing which are the most influential features of NVC.

From section 5, true or false, it can be manifested that the surveyed teachers of Punta

Arenas obtained outstanding results, in relation to the expectations of the study. As in this

item there were actual correct and incorrect responses, in a similar way to an evaluation

process, it can be said that the average was positive; furthermore, questions related to

practical aspects of NVC in the classroom received the greatest scores; few considerable

mistakes were found, but those occurred mainly in questions related to theoretical knowledge

of nonverbal features.

In conclusion, the survey findings encountered brought into open that:

1. EFL teachers in Punta Arenas are cognizant of the significance that nonverbal features

have in regards to the affective area, especially motivation.

2. EFL teachers in Punta Arenas do not acknowledge the key role nonverbal features have

in regards to the cognitive area, especially when processing new contents.

3. EFL teachers in Punta Arenas clearly comprehend the effects that nonverbal features have

in the classroom.

4. EFL teachers in Punta Arenas possess an acceptable level of theoretical knowledge of

nonverbal communication features.

5. EFL teacher in Punta Arenas have satisfactory control of practical uses of nonverbal

features.

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4.2. Analysis of the students’ survey

The following section of the paper describes all data information collected through

the previously described survey (for further information see 3.7.3. Survey for Students).

In total, 53 students were successfully polled, all of them corresponding to 4th graders

of three schools of Punta Arenas, each of them belonging to a distinct part of the Chilean

education system, that is private, subsidized and public institutions (for further information,

see 3.5. Target Population)

The findings are shown by means of graphs together with a deep analysis of the

information gathered, also a thoughtful reflection made by the researchers accompanies

them. Finally, an extensive conclusion of the surveys’ results is displayed.

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4.2.1. Demographic Information

4.2.1.1. Gender

Graph 37 Demographic Information Gender of the children

From a total of 53 successfully consulted students, 52,8% were female, which

corresponds to 28 people. On the other hand, 47,2% were male participants, which is equal

to 25 respondents . (For further information, see table 37, appendix 10).

The information provided by the results of the survey show that there is a balance

between the consulted female and male students. Since the purpose of this study is not

focusing in answers related to gender, this data is only relevant for demographic purposes.

52,80%

47,20%

Gender

Female

Male

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4.2.1.2. Age

Graph 38 Demographic information Age of the children

From a total of 53 students, 45,3% corresponded to children of nine years old, which

corresponds to 24 people; 29% were ten years old, which corresponds to 29 people. This data

is only used as demographic information, as the results will not be analyzed in terms of age.


45,30%

54,70%

0%

Age

9 years

10 years

11 years

129

4.2.1.3. Grade students started their English lessons

In this section students were asked the following question: ¿Desde cuándo tienen

clases de inglés? [Since when do you have English classes?]

Graph 39 Demographic Information Grade started receiving English lessons

According to the question ¿Desde cuándo tienes clases de Inglés? [Since when do you

have English classes?] 56,9 % declared that they have English lessons since 1st grade, which

corresponds to 30 people; 39,6% manifested that they have English lessons since 2nd grade,

which corresponds to 21 people; 1,9% stated they have English since 3rd grade, which

corresponds to one person, finally 1,9% of the surveyed declared that they have English

lesson since 4th grade, which corresponds to one person. (For further information, see table

39, appendix 10).

The information provided in this question reveals the base of the target language that

the learners have. While this data will not be used to study the results according to the grades

in which they started studying a foreign language, it gives valuable facts for further research.

0%

10%

20%

30%

40%

50%

60%

1st grade 2nd grade 3rd grade 4th grade

Grade started receiving English Lessons

Grade started receiving EnglishLessons

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4.2.2. Opinion questions

Question N°1

In this section students were asked the following question: ¿Cuál de las dos historias

te gusto más? [Which story did you like the most?]

Graph 40 Item Opinion question, Question 1

According to the question N° 1 ¿Cuál de las dos historias te gustó más? [Which story

did you like the most?], 66,9% manifested they prefer the first story “The Ant and the Dove”,

which corresponds to 35 people. On the other hand 33,9% of the surveyed manifested they

prefer the second story “The Lion and the Mouse” which corresponds to 18 people. (For

further information, see table 40, appendix 10).

It was expected that there was a preference for the first fable over the second one,

since “The Ant and the Dove” was a dynamic exercise that applied nonverbal features to

make it livelier. For instance, it had mimics and sounds, as well as it applied characteristics

of kinesics, vocalics, and proxemics. In contrast, the second story was not as attractive as the

former, due to the absence of most of these cues. It is thought that the preference for “The

Lion and the Mouse” comes from the previous knowledge of this fable.

0%

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30%

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60%

70%

80%

The Ant and the Dove The Lion and the Mouse

Question 1

Question 1

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Question N°2

In this section students were asked the following question: ¿Cuál de las dos

historias entendiste mejor? [Which story did you understand better?]


According to question N°2 ¿Cuál de las dos historias entendiste mejor? [Which story

did you understand better?] 69,8% declared that they understood better the story “ The Ant

and the Dove” which corresponds to 37 people. On the contrary 30,2% manifested they

comprehended better the second story “The Lion and the Mouse” which corresponds to 16

people. (For further information, see table 41, appendix 10).

The analysis in this case is quite similar to the one of the previous question. The

nonverbal strategies applied in the first fable helped students to understand more, even if they

were not acquainted with all the words and tenses of the story. Variations in pitch gave

emphasis to the most important events, accompanied by gestures and body movements that

cleared meanings. On the contrary, “The Lion and the Mouse” was a plain story that probably

worked out due to previous familiarity with it.

0%

10%

20%

30%

40%

50%

60%

70%

80%

The Ant and the Mouse The Lion and the Mouse

Question 2

Question 2

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Question N°3

In this section students were asked the following question: ¿En cuál de las dos

historias entendiste mejor a la profesora? [In which of the stories did you understand the

teacher best?]


According to the question N° 3 ¿En cuál de las dos historias entendiste mejor a la

profesora? [In which of the stories did you understand the teacher better?] 77,4% of the

polled students declared that they understood better to the teacher in the first story “The Ant

and the Dove” which corresponds to 41 people, while 22,6% of the surveyed declared that

they understood better to the teacher in the second story, which corresponds to 12 people.


Once again, the results confirm the belief that NVC features play an important role in

conveying ideas. Even if the learners did not know all the target language, they were able to

comprehend better a story that they have never heard before, rather than the one that was

more familiar.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


Question 3

Question 3

133

Question N°4:

In this section students were asked the following question: ¿Crees que los gestos

que usó la profesora te ayudaron a entender la historia?[ Do you think that the gestures

used by the teacher helped you understand the story?]


According to question number 4 ¿Crees que los gestos que usó la profesora te

ayudaron a entender la historia? [Do you think that the gestures used by the teacher, helped

you understand the story?], 96,2% of the surveyed students declared that the gestures

performed by the teacher helped them to understand in a better way the first story “ The Ant

and the Dove”, which corresponds to 51 people. On the contrary just 3,8% declared that

gestures did not help to understand the story, which corresponds to two people. (For further


The vast majority of the student recognized that the gestures were useful to

understand the story, confirming that nonverbal techniques are productive in the EFL

classroom, and constitute a great tool for teaching the target language without using L1.

0%

20%

40%

60%

80%

100%

120%

Yes No

Question 4

Question 4

134

Question N° 5

In this section students were asked the following question: ¿Hubo gestos que te

hicieron sentir confundido? [Did you feel confused by some gestures the teacher did?]


In relation to question N° 5 ¿Hubo gestos que te hicieron sentir confundido? [Did you

feel confused by some gestures the teacher did?] 77,4% of the surveyed people declared they

were not confused with the gestures performed by the teacher during the intervention, which

corresponds to 41 people. On the contrary 22,6% stated that they felt confused with some

gestures performed by the teacher which corresponds to 12 people. (For further information,


While over three quarters of the students declared that the gestures and movements

of the teachers were not confusing, there was still a significant percentage that manifested

the opposite. According to what was observed in the different classes, factors such as time or

speed of the storytelling might have influenced in this result. Similarly, the fact that some

students may not be used to being taught utilizing all this devices might be a reason that

influenced the outcome of the question.

0

10

20

30

40

50

60

70

80

90

Yes No

Question 5

Question 5

135

Question N°6

In this section students were asked the following question: ¿Cuál de las historias te

gustó más? [Which of the stories did you like the most?]


In relation to question N° 6 .¿Cuál de las historias te gusto más?[Which of the stories

did you like the most?] 71,7% of the surveyed declared that they felt more comfortable with

the story “ The Ant and the Dove” which corresponds to 38 people. On the other hand 28,3%

of the surveyed declared they felt more comfortable with the second story “The Lion and the

Mouse”, which corresponds to 15 people. (For further information, see table 45, appendix

10).

It was expected a predilection for the first fable “The Ant and the Dove” over “The

Lion and the Mouse”, since the former was a more dynamic and energetic exercise than the

latter. For example, it had several appealing nonverbal characteristics such as gestures,

sounds, body movements, among others. On the other hand, “The Lion and the Mouse” was

not as captivating, because of the lack of nonverbal cues already mentioned. It is thought that

0%

10%

20%

30%

40%

50%

60%

70%

80%


Question 6

Question 6

136

the preference for the first fable supports the idea that the more appealing the storytelling

process is, the more catching it will be.

4.2.3. Conclusions

To sum up the findings provided by the students’ survey, it is confirmed that the story

told with nonverbal teaching techniques (mimicry) was preferred by the learners, in addition

to be better understood. It was also demonstrated that gestures, sounds, body movements,

and facial expressions were effective teaching tools that make the difference in language

teaching. Despite that the results regarding the second story (“The Lion and the Mouse”)

were higher than expected, as many students claimed to know the story beforehand while

doing the intervention, there was still a good percentage of learners who did not understand

what was being said because of the lack of nonverbal cues to aid them. Since NVC is

primordial in conveying ideas, the survey emphasized its role in the learning process of a

foreign language. Nevertheless, there is a percentage of students who were confused with

some gestures and mimics. This may have been caused by factors observed during the

interventions, such as time (some classes had less time available), which produced that the

all the stages had to be performed more quickly. Additionally, it is worth mentioning that the

overall results of comprehension might have been affected by the higher levels of English of

some students, in addition to students with special needs that had lesser attention spans, or

had difficulties to follow instructions.

137

4.3. Action Research Results

In this section of the paper, all the information gathered during the class interventions,

is displayed and analyzed. In total, 53 students took part of the lessons imparted by the

researchers, which consisted of the narration of two stories, one giving emphasis to the use

of nonverbal features and the other by showing a clear lack of body language. Evidently,

each story has different characteristics in terms of techniques related the use of NVC, both

lessons will be described separately so as to give evidence of the notorious differentiation

between them. In addition, the transcription of the main events occurred during the

interventions at each school is attached in the appendices as it will be indicated.

4.3.1. Description of the class interventions

4.3.1.1. Description of the intervention part 1

Name of the Story: “The Dove and the Ant”

Estimated time: 20 minutes

Introductory part

After greeting students, the researchers briefly explain the reasons of their presence

at the school and the objective of the tasks.

Lead in

Researchers introduce the main theme of the stories (for further details see appendix

11).

Key words introduction

Researchers present key vocabulary of the story using mimicry exaggeratedly,

supported by means of colorful flashcards (for further details see appendix 11).

Presentation of the story

The first story is told, the researcher who is narrating conveys meaning of the

vocabulary and expressions presented in the story by means of nonverbal features such as

138

facial expressions, full body movements, changes in pitch and volume of the voice, use of

space among others which are essential for a clearer and simpler understanding of the fable,

according to the expectations of this study (for further details see appendix 11).

Development of the handout

The researcher checks general comprehension of the story and receives feedback from

students by asking simple questions, both in English or Spanish, if necessary.

Then, the worksheets are handed in. The researcher explains that the handouts are

part of the investigation, thus they will not be evaluated formally.

First, the researcher explains each item of the handout and establishes an amount of

time for each question.

The researcher monitors the activity by answering questions, clarifying doubts

students may have, and also controlling the time strictly (for further details see appendix 11).

Closure

At the end of the activity, the researchers gather all the handouts, and prepare the

transition for story number two (for further details see appendix 11).

4.3.1.2. Description of the intervention part 2

Name of the Story: “The Lion and the Mouse”

Estimated time: 20 minutes

Introductory part

The researcher gives hints of the difference of the stories (for further details see

appendix 11).

Lead in

The researcher presents the title of the fable (for further details see appendix 11).

139


The researchers present key vocabulary of the story supported by means of colorful

flashcards (for further details see appendix 11).


The second story is told, the researcher who is narrating conveys meaning of the

vocabulary and expressions presented in the story by means of verbal communication,

without any change in the tone of the voice or body movement (for further details see

appendix 11).


The researcher checks general comprehension of the story and receives feedback from

students by asking simple questions, both in English or Spanish, if necessary.

Then, the worksheets are handed in. The researcher explains that the handouts are

part of the investigation, thus they will not be evaluated formally.

First, the researcher explains each item of the handout and establishes an amount of

time for each question.

The researchers monitored the activity, by answering questions and doubts of the

students, as well as controlling the time for each item. Collaborative work is present during

the whole activity (for further details see appendix 11).

Closure

At the end of the activity, the researcher gathers all the handouts, and introduces the

survey, by giving the instructions and the purpose of it. The survey is answer in less than 10

minutes (for further details see appendix 11).

140

4.3.2. Analysis of Results (Handouts)

The following section encloses the results of the handout’s answers given after the

storytelling of each story. The goal is to find out if there is a significant difference in the level

of comprehension between classes done utilizing as many nonverbal resources as possible,

and classes where this aspect of communication is not used at all.

4.3.2.1. Overall results

The overall results of the comprehension handouts (including all the items) are

summarized in graph 46 and 47 divided per school and story.


In the worksheet of the story “The Ant and the Dove”, at Hernando de Magallanes

School, with a universe of 24 students, at 60% of thoroughness, 100% of the pupils achieved

a minimum score of seven points (or higher) out of 12, against 0% of failure in the complete

handout.

Meanwhile, at the British School, with a universe of 11 students, at 60% of

thoroughness, 81, 9% of the pupils achieved a minimum score of seven points (or higher) out

0%

20%

40%

60%

80%

100%

120%

Hdo de Magallanes The British School Pierre Faure

Overall Results: The Ant and the Dove

Achieved

Not achieved

141

of 12, which corresponds to nine students. On the other hand, 18,1% failed the activity with

six points or less, which corresponds to two students, in the complete handout.

Finally, at Pierre Faure school, with a universe of 18 students, at 60% of

thoroughness, 94,4% of the pupils achieved a minimum score of seven points (or higher) out

of 12, which corresponds to 17 students. On the contrary, a 5,5% failed the task, which

corresponds to one student, in the complete handout.

Overall, it is clear that this story was well understood by the students of the three

schools, as most of them had over 60% of the handout correctly answered. It is unexpected

that students from Hernando de Magallanes, who have less hours of English (with less

opportunities to be in contact with the target language), had better results than students from

British School or Pierre Faure. However, it is important to mention that some of these

students, who did not achieve the minimum score, were children with special needs. This

latter fact may explain the outcome.

Graph 47 Handout “The Lion and the Mouse” Overall results

In the worksheet of the story “The Lion and the Mouse”, at Hernando de Magallanes

School, with a universe of 24 students, at 60% of thoroughness, 87,5% of the pupils achieved

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Overall results: The Lion and the Mouse

Achieved

Not achieved

142

a minimum score of seven points (or higher) out of 12, which corresponds to 21 students;

against 12,5% of failure which corresponds to three students, in the complete handout.



of 12, which corresponds to ten students. On the other hand, 9% failed the activity with six

points or less, which corresponds to one student, in the complete handout.



of 12, which corresponds to 17 students. On the contrary, a 5,5% failed the task, which

corresponds to one student, in the complete handout.

The overall results were unpredicted, as they were considerably higher than what the

researchers expected at first. Among the three schools, most of the students go excellent

scores in the handout corresponding to the story that did not have many nonverbal features.

This circumstance has its origins in the fact that many students knew the story beforehand,

in their mother tongue. It is worth mentioning that this factor greatly influenced the results.

4.3.2.2. Matching

143

Graph 48 Handout Item Matching “The Ant and the Dove”


School, with a universe of 24 students, at 60% of thoroughness, the first item “Match the

words with the pictures” was achieved by 83,3% of the pupils with a minimum score of 3

points (or higher) out of five, which corresponds to 20 students; against 16,7% of failure

which corresponds to four students.


thoroughness, the first item “match the words with the pictures” was achieved by 90,9% of

the pupils with a minimum score of three points (or higher) out of five, which corresponds

to ten students. On the other hand, 9% failed the item with two points or less, which

corresponds to one student.


thoroughness, the first item “match the words with the pictures” was achieved by 100% of

the pupils with a minimum score of three points (or higher) out of five, against 0% of failure.

It was expected that the student would have a good score in this part of the handout,

since the item was aimed at recalling concepts visually. Additionally, as the vocabulary was

0%

20%

40%

60%

80%

100%

120%


Matching: The Ant and the Dove

Achieved

Not Achieved

144

taught at the beginning of the lesson, with the aid of flashcards, it was easier for them to

relate the words with the pictures.

Graph 49 Handout Item Matching “The Lion and the Mouse”


School, with a universe of 24 students, at 60% of thoroughness, the first item “match the

words with the pictures” was achieved by 100% of the pupils with a minimum score of three

points (or higher) out of five; against 0% of failure.


thoroughness, the first item “match the words with the pictures” was achieved by 90,9% of

the pupils with a minimum score of three points (or higher) out of five, which corresponds

to ten students. On the other hand, 9% failed the item with two points or less, which



thoroughness, the first item “match the words with the pictures” was achieved by 100% of

the pupils with a minimum score of three points (or higher) out of five, against 0% of failure.

0%

20%

40%

60%

80%

100%

120%


Matching: The Lion and the Mouse

Achieved

Not Achieved

145

Similar to the previous analysis, good results in this item were expected as well, since

the nature of the exercise is more mechanic rather than comprehension skills.

4.3.2.3. Comprehension questions

Graph 50 Handout Item Comprehension questions “The Ant and the Dove”


School, with a universe of 24 students, at 60% of thoroughness, the second item “answer the

questions about the fable” was achieved by 100% of the pupils with a minimum score of four

points (or higher) out of six; against 0% of failure.


thoroughness, the second item “answer the questions about the fable” was achieved by

90,9% of the pupils with a minimum score of four points (or higher) out of six, which

corresponds to ten students. On the other hand, 9% failed the item with three points or less,

which corresponds to one student.


thoroughness, the second item “answer the questions about the fable” was achieved by 55,5%

of the pupils with a minimum score of four points (or higher) out of six, which corresponds

0%

20%

40%

60%

80%

100%

120%


Comprehension: The Ant and the Dove

Achieved

Not Achieved

146

to ten students; against 44,4% of failure with three points or less, which corresponds to eight

students.

The findings reveal that in two of the schools, students did not have major problems

to answer correctly what was requested, showing that despite the fact that the story was

unknown, the mimic performed by the teachers aided them in understanding the plot.

However, a third school showed lower results; there is a probability that those scores had

been affected by the lack of time to carry out the activity, since the available time was just

45 minutes.

Graph 51 Handout Item Comprehension questions “The Lion and the Mouse”


School, with a universe of 24 students, at 60% of thoroughness, the second item “answer the

questions about the fable” was achieved by 16,6% of the pupils with a minimum score of

four points (or higher) out of six which corresponds to four students; against 83,3% of failure,

which corresponds to 20 students.


thoroughness, the second item “answer the questions about the fable” was achieved by

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Comprehension: The Lion and the Mouse

Achieved

Not Achieved

147

90,9% of the pupils with a minimum score of four points (or higher) out of six, which

corresponds to ten students. On the other hand, 9% failed the item with three points or less,

which corresponds to one student.


thoroughness, the second item “answer the questions about the fable” was achieved by 55,5%

of the pupils with a minimum score of four points (or higher) out of six, which corresponds

to ten students; against 44,4% of failure with three points or less, which corresponds to eight

students.

In this scenario, two schools had remarkably good results, considering that the

storytelling was flatter, without nonverbal features to support the linguistic part. This

probably occurred because of the higher level of English that these students have, as well as

a wider vocabulary, which allows them to understand better. The fact that it was a well-

known story, as previously mentioned, evidently helped out. On the contrary, the school that

had the lowest result in this section, with less than a quarter of achievement, does not count

with the aids of their paid counterparts; without the mimics, students did not comprehend

what occurred in the story.

4.3.2.4. Drawing

148

Graph 52 Handout Item Drawing “The Ant and the Dove”


School, with a universe of 24 students, at 60% of thoroughness, the third item “make a

drawing that represents the story best” was achieved by 100% of the pupils; against 0% of

failure.


thoroughness, the third item “make a drawing that represents the story best” was achieved by

100% of the pupils; against 0% of failure.



88,8% of the pupils, which corresponds to 16 students; against 11,1% of failure with, which

corresponds to two students.

The aim of the exercise was representing pictorially what they understood best from

the story, or a segment that called their attention. Here, nearly all the students achieved this

objective. The researchers consider relevant to mention that the drawings has a wide range

0%

20%

40%

60%

80%

100%

120%


The Ant and the Dove

Achieved

Not Achieved

149

of styles, from simple drawing depicting a single scene, to the whole story retold in the form

of a comic.

Graph 53 Handout Item Drawing "The Lion and the Mouse"


School, with a universe of 24 students, at 60% of thoroughness, the third item “make a

drawing that represents the story best” was achieved by 37,5% of the pupils, which

corresponds to nine students; against 62,5% of failure, which corresponds to 15 students.


thoroughness, the third item “make a drawing that represents the story best” was achieved

by 90,9% of the pupils, which corresponds to ten students; against 9% of failure, which


Finally, at Pierre Faure School, with a universe of 18 students, at 60% of


94,4% of the pupils, which corresponds to 17 students; against 5,5% of failure, which


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


The Lion and the Mouse

Achieved

Not Achieved

150

The results share some similarities with the previous item, since the students of two

schools did excellent in their interpretations; however, the school with less linguistic

advantages has considerably less achievement percentage. However, in this latter case, the

drawings demonstrate that there was a higher level of comprehension of the story, even if

some learners were not able to manifest that in the written form in the previous item.

4.3.3. Evaluation of the story

Graph 54 Handout Item Evaluation of the Story Average marks 2The Ant and the Dove”

In the fourth item “put a mark to the fable”, Hernando Magallanes School evaluated

“The Ant and the Dove” with an average mark of 6.5, from a universe of 24 students. The

British school gave it a 6.5 as well, with a universe of 11 students. In contrast, Pierre Faure

evaluated the story with a 6.0, with a universe of 18 students.

5,7

5,8

5,9

6

6,1

6,2

6,3

6,4

6,5

6,6


Average marks: The ant and the Dove

Average

151

Graph 55 Handout Item Evaluation of the Story Average marks “The Lion and the Mouse”

In the fourth item “put a mark to the fable”, Hernando Magallanes School evaluated

“The Lion and the Mouse” with an average mark of 5.5, from a universe of 24 students. The

British school gave it a 6.0, with a universe of 11 students. In contrast, Pierre Faure evaluated

the story with a 5.5, with a universe of 18 students.

4.3.4. Conclusion

The findings that the handout provided were varied, and several reflections can be

taken from them. On one hand, the fable “The Ant and the Dove” was unfamiliar to the

students and contained words that were definitely unknown for them, such as “dove”.

However, the strategies applied for the storytelling allowed them to comprehend it without

using the mother tongue, confirming the belief that NVC features can convey more ideas and

information when utilized appropriately. In addition, the evaluation that the story received

from the students was more fruitful in comparison with the other story, revealing that students

felt more engaged with this part of the class. On the other hand, the results of “The Lion and

the Mouse” were unexpectedly high in some of the cases. As it was mentioned, the story was

not completely new to the students, as they have heard it before in their mother tongue; hence,

despite the fact that it was told using as few nonverbal cues as possible, it was still understood

5,2

5,3

5,4

5,5

5,6

5,7

5,8

5,9

6

6,1


Average marks: The Lion and the Mouse

Average

152

by a good percentage of the learners. In the case of the comprehension questions, the students

were able to describe the most important events in their own words quite accurately,

especially in the first story. The same is applied for the drawing item; however, the results

between both stories were more or less similar.

Overall, the purpose of the activity was achieved: students did understand better a

story told with the application of several nonverbal features rather than the one told in a flat,

more motionless manner. It is thought that if the study is replicated with a less known fable

in place of “The Lion and the Mouse”, the results between both storytelling will be more

noticeably divergent, giving evidence of a greater impact of the presence of nonverbal

devices and also taking into consideration that the absence of previous knowledge of the story

would certainly affect the comprehension skills.

153

5. Conclusions

154

5.1. General conclusions

The chief objective throughout this investigation has been to determine if nonverbal

communication has or not a significant impact on students’ cognitive and affective process

when learning. The answers for this enquiry were gathered by means of two distinct kind of

instruments, which are surveys and action research. Each of them belongs to a different type

of research, converting the methodology of this study, a mixed one.

Taking into consideration all findings encountered by means of the surveys, plus the

vast information collected through the action research interventions, it is possible to state two

main resolutions which are depicted as follows:

To begin with, in regards to the problem stated at the very onset of this research,

which is that EFL in Punta Arenas are not conscious of the importance that nonverbal features

possess; it is possible to affirm that the factual situation was partially true. The findings

ascertained that teachers acknowledge substantial significance in the use of NVC for the

development of the affective area of students; notwithstanding, the results did not expose

similar situation for the cognitive area, as teachers poorly mention the close relation existing

between nonverbal features and the cognitive learning in stages such as: presentation of

vocabulary, introduction of grammar structures, in addition to a large amount of teaching

techniques that required or are based on the use of body language, and which are worldly

recognized as effective.

The hypothesis of this study was effectively reconfirmed by the application and

analysis of the action research that was carried out. After being exposed to two quite alike

stories, which were told dissimilarly in terms of the use of nonverbal cues, answers given by

students brought into the light mainly positive results, as there were expected from this study.

First, students manifested great tendency to prefer the story “The Ant and the Dove”, which

was the one narrated using mimics, exaggerated gestures, body movements, efficient use of

space and strategic changes in the tone of the voice. This fact ascertains the notion that

students truly felt more comfortable, engaged and probably motivated due to the use of

nonverbal devices. Second, students gave evidence of a slight, but still significant

differentiation in terms of quantitative results when answering handouts given during the

155

interventions. Furthermore, these evidences are reconfirmed by the statistics that emerged

from the survey applied to the students after the narration of both stories, and which

concluded that there is a considerable difference, in terms of outcomes between both stories,

acknowledging that the first story told by using nonverbal features was more fructiferous.

5.2. Recommendations

An aspect that the researchers came across, and which is also supported by several

authors, it is the great necessity in training teachers and teacher-trainees about the matter of

nonverbal communication in the EFL classroom properly. Nonverbal features, as proven

throughout this paper, are essential tools that interfere and influence, both positively and

negatively during the teaching-learning processes, for that reason this study highly

recommends a vast preparation for the subject, not only in theoretical terms but proving in

practical ways proficiency in the use of body language.

5.3. Suggestions for further research

Concerning the information collected through the survey, this study suggests that the

data requested in the demographic section may be used for further study in the future as

follows:

1) In the case of gender, these statistics can be utilized to notice if there is or not

considerable differentiation in the use of nonverbal features between female teachers

and males, as it is suggested by some contemporary authors.

2) In the same way, information related to age can be used for further investigation in

order to identify different characteristic of the use of nonverbal features, according to

the teachers’ age. This could also be enriched by researching on variances existing

among students’ ages, the factual use and the impact that the nonverbal features have

in distinct EFL classrooms.

156

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157

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Appendices

163

Appendix 1 Teacher’s survey

The Use of Nonverbal Communication in the EFL Classroom

Dear participants,

This questionnaire is designed to study the use and impact that nonverbal features

have in a foreign language teaching process.

The following survey is made of 5 items and it will take you about 15 minutes of

your time. In each of the items, you will have to select the option that fits better to

your own personal answer.

Thank you for your participation and contribution, and please be assured that the

collected information is only for research purposes as well as anonymous.

Introduction:

Nonverbal communication in the EFL classroom plays a key role during lessons.

The appropriate use of these features can really influence on the teaching-learning

process. The following has the objective of examining the teachers’ awareness and

real application of common nonverbal features correlated with the teaching

process.

I declare that the information given in this survey is voluntary and legitimate.

___________________________

Signature

164

Section I: Demographic Information

Gender: Male Female

Age: Between

20-25

Between

26-30

Between

31-45

Between

46-55

56 or more

Level of

Education:

High School

completed

University studies

(incomplete)

Educational degree

(4 years)

Teacher degree

(5 years)

Post-

degree

Ph.D

Magister

Your students’ ages are:

(you can select more than 1

option)

Between

4-9

Between

10-14

Between

15-18

Between

19-25

26 or

more

Section II: Hierarchy

Order from 1 to 9 the following concepts, according to the level of dependency they have

with nonverbal communication in an EFL classroom. 1 being the most and 9 the least.

Concept Number

a) Motivation

b) Participation

c) Understanding contents

d) Class management

e) Self-esteem

f) Rapport

g) Recalling information

h) Feedback

i) Confidence

165

Section III: Multiple choice

Read the following statements and mark the option that best relates to you with an

X. 0= Never 1= Seldom 2=Sometimes 3= Often 4=Always

Indicator 4 3 2 1 0

1. I am aware of the nonverbal messages I send.

2. I am confused of my students’ attitudes and gestures.

3. I feel uncomfortable when performing exaggerated gestures

in front of my class.

4. I have my hands in my pockets when talking.

5. I manage the tone of my voice according to the situation.

6. I express myself through eye signals for specific messages.

7. I make use of facial expressions of different kinds.

8. I rely on nonverbal features to communicate my ideas

9. I am efficient in using non-verbal communication.

10. I am efficient in interpreting non-verbal messages.

11. I use my hands exaggeratedly when explaining.

12. My verbal messages are misunderstood by my students.

13. I use a marker, a pen or other object between my hands when

speaking.

14. My students understand what I say by observing me

carefully.

15. My students have confused the tone of my voice with my real

intentions.

166

Section IV: Rating

Read the following list of concepts correlated with nonverbal

communication in the classroom, and answer the questions below.

1. Expression of the eyes

2. Movements of the hands

3. Touching

4. Smiling

5. Posture

6. Tone of voice

7. Clothing

8. Jewelry

9. Distance

Now, according to your opinion, experience and beliefs as an EFL teacher:

Choose the most important

nonverbal features from the

list.

First Second Third

Choose the least important

nonverbal features from the

list.

First Second Third

167

Section V: True or False

• Answer the following statements by marking true or false with an X, according to

your perception.

Statement True False

1. Nonverbal messages can be more confusing than verbal messages.

2. Nonverbal messages are radically honest.

3. Nonverbal messages can manifest the teachers’ expectations.

4. Nonverbal signals manifest more feelings than words.

5. Nonverbal communication facilitates sending complex messages.

6. Nonverbal messages cannot be faked or hidden.

7. Nonverbal messages are congruent to verbal messages; if not,

verbal utterances are more credible.

8. Nonverbal communication can increase the willingness to

participate.

9. Nonverbal messages are universally understood by all human

beings.

10. Nonverbal messages can modify students’ behaviors.

11. Nonverbal messages are less relevant than clear verbal messages

when explaining contents.

12. Nonverbal communication can only affect students’ confidence and

self-teem negatively.

13. Nonverbal communication is crucial during a teaching lesson,

especially in the presentation stages.

14. Nonverbal messages cannot express what words can.

15. Nonverbal communication is directly linked with various

significant teaching techniques. (*)

(*)If your answer was positive, can

you name some technique you have

used in your lessons?

1.

2.

3.

Thank you for your contribution.

168

Appendix 2 Tables of Information


Table 1

Gender

Number %

Female 29 58

Male 21 42

Total 50 100

Table 2

Age

Number %

Between 20 – 25

years old

13 26

Between 26 – 30

years old

19 38

Between 31 – 45

years old

10 20

Between 46 – 55

years old

7 14

Between 56 – or

more

1 2

169

Table 3

Educational level

Number %

High School completed 0 0

University Studies

(Incomplete)

1 2

Educational Degree (4

years)

2 4

Teacher Degree

(5 years)

42 84

Post-degree 2 4

Ph. D 0 0

Magister 3 6

Table 4

Students’ Level

Number % Observation

Only Elementary

School

(First Cycle)

5 10

Only Elementary

School (Second

Cycle)

4 8

Only High School 10 20

Only Adult

Education

8 16

All Levels 6 12

Mixed Levels* 17 34 See chart 4.1 for

further detail

Total 50 100

170

Table 4.1

Mixed Levels Number %

Elementary School

(First Cycle)+

(Second Cycle)

5

29,40

Elementary School

(First/Second

cycle)+ High

School

6

35,30

Adults +Other

levels

6

35,30

Total 17 100%

Section II: Hierarchy

Table 5

Concepts First Place

Number %

a) motivation 29 58

b) participation 5 10

c) understanding

contents

6 12

d) class management 3 6

e) self-Esteem 2 4

f) rapport 1 2

g) recalling concepts 0 0

h) feedback 1 2

i) confidence 3 6

171

Table 6

Concepts Second Place

Number %

a) motivation 10 20


c) understanding

contents

7 14


e) self-Esteem 5 10

f) rapport 5 10


h) feedback 0 0

i) confidence 4 8

Table 7

Concepts Third Place

Number %

a) motivation 2 4


c) understanding

contents

8 16


e) self-Esteem 5 10

f) rapport 7 14


h) feedback 2 4

i) confidence 6 12

172

Table 8

Concepts Fourth Place

Number %

a) motivation 1 2


c) understanding

contents

1 2


e) self-Esteem 7 14

f) rapport 3 6


h) feedback 3 6

i) confidence 17 34

Table 9

Concepts Seventh Place

Number %

a) motivation 4 8


c) understanding

contents

8 16


e) self-Esteem 6 12

f) rapport 7 14


h) feedback 12 24

i) confidence 1 2

173

Table 10

Concepts Eighth Place

Number %

a) motivation 0 0


c) understanding

contents

1 2


e) self-Esteem 7 14

f) rapport 10 20


h) feedback 6 12

i) confidence 1 2

Table 11

Concepts Ninth Place

Number %

a) motivation 0 0


c) understanding

contents

7 14


e) self-Esteem 3 6

f) rapport 7 14


h) feedback 15 30

i) confidence 2 4

174

Summary Section III

Table 12

General Results

1st

place

2nd

place

3rd

place

4th

place

7th

place

8th

place

9th

place

Motivation 58%

20% 4% 2% 8% 0% 0%

Participation 10%

18% 20% 16%| 6% 6% 2%

Understanding

contents

12% 14% 16% 2% 16% 2% 14%

Class

management

6% 18% 16% 8% 10% 4% 8%

Self-Esteem 4% 10% 10% 14% 12% 14% 6%

Rapport 2% 10% 14% 6% 14% 20% 14%

Recalling

information

0%

2% 4% 12% 8% 40% 22%

Feedback 2% 0% 4% 6% 24% 12% 30%

Confidence 6%

8% 12% 34% 2% 2% 4%

Percentages highlighted are selected data for further analysis.

175

Section III: Multiple Choice

Table 13

Indicators 1. I am aware of the nonverbal messages I send.

Number %

Always 16 32

Often 21 42

Sometimes 11 22

Seldom 1 2

Never 1 2

Table 14

Indicators 2. I am confused of my students’ attitudes and gestures.

Number %

Always 1 2

Often 4 8

Sometimes 11 22

Seldom 20 40

Never 14 28

Table 15

Indicators 3. I feel uncomfortable when performing exaggerated

gestures in front of the class.

Number %

Always 2 4

Often 3 6

Sometimes 13 26

Seldom 8 16

Never 24 48

176

Table 16

Indicators 4. I have my hands in my pockets when talking.

Number %

Always 1 2

Often 0 0

Sometimes 1 2

Seldom 7 14

Never 41 82

Table 17

Indicators 5. I manage the tone of my voice according to the situation.

Number %

Always 33 66

Often 13 26

Sometimes 4 8

Seldom 0 0

Never 0 0

Table 18

Indicators 6. I express myself through signals for specific messages.

Number %

Always 18 36

Often 19 38

Sometimes 10 20

Seldom 3 6

Never 0 0

177

Table 19

Indicators 7. I make use of facial expressions of different kinds.

Number %

Always 16 32

Often 18 36

Sometimes 16 32

Seldom 0 0

Never 0 0

Table 20

Indicators 8 I rely on nonverbal features to communicate my ideas.

Number %

Always 14 28

Often 16 32

Sometimes 13 26

Seldom 7 14

Never 0 0

Table 21

Indicators 9. I am efficient in using nonverbal communication.

Number %

Always 13 26

Often 25 50

Sometimes 10 20

Seldom 2 4

Never 0 0

178

Table 22

Indicators 10. I am efficient in interpreting nonverbal messages.

Number %

Always 7 14

Often 29 58

Sometimes 12 24

Seldom 2 4

Never 0 0

Table 23

Indicators 11. I use my hands exaggeratedly when explaining.

Number %

Always 8 16

Often 14 28

Sometimes 16 32

Seldom 11 22

Never 1 2

Table 24

Indicators 12. My verbal messages are misunderstood by my

students.

Number %

Always 1 2

Often 6 12

Sometimes 10 20

Seldom 25 50

Never 8 16

179

Table 25

Indicators 13. I use a marker, a pen or other object between my

hands when speaking.

Number %

Always 17 34

Often 13 26

Sometimes 12 24

Seldom 6 12

Never 2 4

Table 26

Indicators 14. My students understand what I say by observing me

carefully.

Number %

Always 9 18

Often 20 40

Sometimes 19 38

Seldom 1 2

Never 0 0

Table 27

Indicators 15. My students have confused the tone of my voice with

my real intentions.

Number %

Always 0 0

Often 3 6

Sometimes 11 22

Seldom 27 54

Never 9 18

180

Section IV Rating

Table 28

First important concept

Number %

Expression of the eyes 6 12

Movements of the hands 9 18

Touching 0 0

Smiling 2 4

Posture 7 14

Tone of voice 25 50

Clothing 1 2

Jewelry 0 0

Distance 0 0

Table 29

Second important concept

Number %



Touching 0 0

Smiling 5 10

Posture 12 24

Tone of voice 12 24

Clothing 0 0

Jewelry 0 0

Distance 1 2

181

Table 30

Third important concept

Number %



Touching 1 2

Smiling 9 18

Posture 8 16

Tone of voice 9 18

Clothing 1 2

Jewelry 0 0

Distance 3 6

Table 31

First least important concept

Number %



Touching 3 6

Smiling 0 0

Posture 1 2

Tone of voice 1 2

Clothing 4 8

Jewelry 37 74

Distance 3 6

182

Table 32

Second least important concept

Number %



Touching 6 12

Smiling 1 2

Posture 1 2

Tone of voice 0 0

Clothing 23 46

Jewelry 10 20

Distance 9 18

Table 33

Third least important concept

Number %



Touching 11 22

Smiling 2 4

Posture 0 0

Tone of voice 0 0

Clothing 17 34

Jewelry 1 2

Distance 18 36

183

Section V True or False

Table 34

True or False

N° of

people

who

answer

True

N° of people

who answer

False

Correct Incorrect

1. Nonverbal messages can be

more confusing than verbal

messages.

29

21

58

42

2. Nonverbal messages are

radically honest.

35

15

30

70

3. Nonverbal messages can

manifest the teachers’

expectations.

46

4

92

8

4. Nonverbal signals manifest

more feelings than words.

36

14

72

28

5. Nonverbal communication

facilitates sending complex

messages.

42

8

84

16

6. Nonverbal messages cannot

be faked or hidden.

27

23

54

46


congruent to verbal messages;

if not, verbal utterances are

more credible.

32

18

36

64


can increase the willingness to

participate.

47

3

94

6

184


universally understood by all

human being.

28

22

44

56

10. Nonverbal messages can

modify students’ behavior.

40

10

80

20


less relevant than clear verbal

messages when explaining

contents.

14

36

72

28


can only affect students’

confidence and self-esteem

negatively.

4

46

92

8


is crucial during a teaching

lesson, especially in the

presentation stages.

43

7

86

14

14. Nonverbal messages cannot

express what words can.

15

35

70

30


is directly linked with various

significant teaching techniques

(*).

44

6

88

12

(*) See table 35 and table 36

185

Table 35

Teachers who chose true as option

in statement 15

Number %

Teachers who named

techniques/strategies

38 86,3

Teachers who did not name

techniques

6 13,7

Total 44 100

Table 36

Technique If your answer was positive, can you name some technique

you have used in your lesson?

Number of mentions

Mimicry 15

TPR (Total Physical

Response)

13

Realia 5

Role play 8

Others 9

No techniques 11

186

Appendix 3 Letter of Request

Universidad de Magallanes

Avenida Bulnes Nº 01855, Casilla 113-D Punta Arenas – Teléfono (56-61) 207136 –

207135 – 207134 http.//www.umag.cl

013/2013 Punta Arenas, Noviembre 11 de 2013

Señor

DIRECTOR

ESTABLECIMIENTO EDUCACIONAL

COMUNA DE PUNTA ARENAS

Presente

Señor(a) Director(a)

Junto con saludarle muy cordialmente, nosotras, María Jesús Cárdenas Campos,

Paula Quelin Vargas y Paulina Sandoval Rodríguez, alumnas de 5to año de la carrera

Pedagogía en Inglés de la Universidad de Magallanes, nos dirigimos a usted para solicitarle

una autorización para realizar una actividad en el 4º año básico de su establecimiento.

El objetivo de esta actividad es recaudar información para nuestro proceso de

obtención de título de profesoras de Inglés, por medio de la tesis “Non verbal

communication in the EFL classroom” (La comunicación no verbal en el aula de Inglés

como lengua extranjera), basado en las competencias desde la perspectiva de los profesores

de Inglés y de los alumnos de establecimientos educacionales de la ciudad de Punta Arenas.

La actividad consiste en la presentación de dos fábulas contadas en inglés, utilizando diversas

estrategias de comunicación no verbal para facilitar la comprensión; cada una de la historias

Pedagogía en Inglés

187

es seguida por una guía didáctica con preguntas relacionadas a la fábula. Además, la actividad

incluye una encuesta para el profesor y para los alumnos relacionada a la comunicación no

verbal. Cabe mencionar que dichas actividades serán grabadas para posteriores análisis.

Creemos que la información que puedan facilitarnos a través de esta actividad puede ser de

valiosa ayuda para efectuar dicho proceso. Además, nos comprometemos a entregar los

resultados de nuestra investigación a su establecimiento educacional, lo cual puede resultar

muy útil y beneficioso para sus docentes.

Esperando que puedan acoger nuestra solicitud y sin otro particular, nos despedimos

atentamente a usted,

María Jesús Cárdenas C. Paula Quelín V. Paulina Sandoval R.

MJCC/PQV/PSR/ead

c.c.: Archivo Carrera

188

Appendix 4 Lesson Plan

Lesson plan

General objective: By means of diverse nonverbal strategies displayed by the teacher, the

students will show understanding of a short story in the oral form.

Attitudinal objectives: To appreciate the value of friendship and helping each other.

Grade: 4th grade

Subject: Lengua Extranjera Inglés

Previous Knowledge: vocabulary of animals, numbers, colors; frequent actions verbs.

Learningoutco

mes

Contents Tim

e

Activities Resources Assessment Indicators

By the end of

the lesson

students will be

able to:

-Recognize key

vocabulary of

each story.

-Identify the

sequence and

the most

important

events of a

story.

Vocabulary:

Ant-dove-

hunter-leaf-

arrow –

river-

Mouse-lion-

trap-rope-

hunter

45

min

utes

Lead in

Pre

activity:

Key

words

Presentati

on (visual

aids)

While:

Story-

telling

(Mime)

Post:

Match

pictures

with

words.

Flashcards

Printed

pictures

Handouts

Pencils

Comprehen

sion

activities

(Handout)

Students

recognize

the key

words of

the story.

Students

name 3

important

moments

of the

story.

Students

put the

story in

the correct

order.

189

-Interpret the

story in their

own words.

Retell the

story.

Name

three key

moments.

Evaluate

the story.

Drawing.

Wrap-

up:

Feedback

quiz

Students

make a

drawing of

what they

understoo

d of the

story.

190

Appendix 5 Adapted Fables

“The Ant and the Dove”

On a sunny day, an ant was very thirsty. The ant went to a river to

drink water, but the ant fell in the water. A dove watched the ant.

“Poor ant! I’m going to help it”.

“Help! Please!” said the ant.

The dove took a leaf from a tree and put it in the water. “Come on, use

this leaf” said the dove.

The ant jumped on the leaf and swam to the ground. “Thank you for

your help, dove!”

After some days, the ant went to the river. There was a hunter with a

gun. The hunter wanted the dove. The dove didn’t see the hunter.

When the hunter prepared to shoot with the gun, the ant climbed his

leg and bit him.

“Aaaaah!” shouted the hunter. And his gun fell.

The dove heard the scream and escaped flying.

“Ant, thank you for your help” said the dove.

“You’re welcome, my friend” said the ant. “Friends are for help.

Bye bye”.

191

“The Lion and the Mouse”

Once upon a time, a mouse ran over the nose of a lion. The lion was

sleeping, and woke up. He was angry. With his paw, he captured the

mouse, opened his mouth, and…

“No, please!!” said the mouse. “Please, don’t eat me. One day, I can

help you”

“You?” said the lion, “help me? Hahahahahahaha!”

The lion set the mouse free.

Time passed. The mouse was eating when he heard the roar of the lion.

The lion was scared. The mouse ran to the lion. The lion was in a trap.

“Mouse, help me!” roared the lion “please. The hunter captured me. I

can’t escape”

“I promised that I could help you.” Said the mouse, “I’ll cut the rope”

The mouse bit the rope with his teeth and freed the lion.

“Thank you so much” said the lion “you are a good friend”

“You are a good friend too” said the mouse.

192

Appendix 6 Scripts of the activities

“The Ant and the Dove”

T: Muy Buenos días niños, ¿cómo están?

Ss: Buenos días tías, estamos muy bien.

T: ¡Qué bueno!, nos vamos a presentar con las tías, yo soy Paula, ella es María Jesús y ella

es Paulina, y hoy haremos una actividad súper entretenida para ustedes.

Ss: ¿Una actividad? ¡Qué entretenido!

T: Okay, lo primero que tenemos que hacer es estar calladitos y escuchar con atención a mí

y a las tías.

Ss: Si tía.

T: Today we’re going to tell a story. Do you like stories?

T: To start with the activity I will present you some images with words, which you will

hear in the story so pay attention to the words, the pronunciation and the image.

Ss: Bueno tía.

T: The first picture is “hunter” (the teacher shows the image using a expressive voice as

well as using hand movements).

193

Ss: Es un cazador, como el de la fábula anterior.

T: Yes, excellent! A hunter. The second one, an “ant” (the teacher shows the image using

an expressive voice as well as gestures).

Ss: Es una hormiga.

T: You are very clever! Here I have another picture, a dove (the teacher shows the image

using a expressive voice and moving her hands).

Ss: Es una paloma.

T: Excellent answer, a dove. Here I have another image, this is an arrow (the teacher shows

the image using an expressive voice and hand movements).

194

Ss: Es una fleche.

T: Very well! Here I have another image, a leaf (the teacher shows the image using an

expressive voice).

Ss: Es una hoja

T: The last image is a river (the teacher shows the image using a expressive voice as well as

hand movements).

195

T: Correct! Now let´s review the words (The teacher shows each picture again and the

students repeat the words) .

T: Ahora, que ya nos aprendimos todas las palabras, la tía les contará la fábula, así que

todos calladitos ( The teacher makes the movements with the finger to ask for silence).

T: The fable is called the ant and the dove.

T: On a sunny day, the ant went to a river to drink water, (the teacher makes movement

with her hands and face movement as well) but the ant fell in the river. A dove watched the

ant. (eye contact with the students).

“Poor ant! I’m going to help it”.

“Help! Please!” said the ant. (the teacher changes the tone of the voice).

The dove took a leaf and put it in the river. (the teacher makes body movements).

“Come on, use the leaf” said the dove.

The ant jumped on the leaf and sailed. The ant was ok. (The teacher jumps with her body).

“Thank you, dove!” (The teacher changes the tone of the voice).

One day, the ant went to the river. There was a hunter with a hunter. The hunter wanted the

dove. The dove didn’t see the hunter. The hunter prepared the arrow, and the ant climbed

his leg and bit him. Tthe teacher makes the movement with her mouth and gestures with her

hands)

196

“Aaaaah!” said the hunter. (The teacher changes the tone of the voice)

The dove saw the hunter and escaped flying.

“Ant, thank you for your help” said the dove.

“You’re welcome, my friend” said the ant. “Friends are for help. Bye bye”.

T: Did you like the fable? ¿Les gustó la fábula?

Ss: ¡Sí!

T: ¡Qué bueno! Ahora, les pasaremos una guía que tendrán que responder. La tía Paula y la

tía Paulina se las entregaran.

Ss: Sí tía.

(The students answer the quiz)-

T: ¡Muy buen trabajo niños! ¡Muchas gracias por su participación y atención!

Ss: De nada tía, nos encantó la actividad.

T: ¡Qué bueno! Nos alegramos, ya nos vamos, que tengan un lindo dia. Bye bye.

197

Script “Lion and the mouse”

T: Now, let’s listen to another story.

T: To start with the activity I will present you some images with words, which you will

hear in the story so pay attention to the words, the pronunciation and the image.

T: The first picture is “lion” (the teacher shows the image using flat voice).

Ss: Es un león.

T: Yes, excellent! A lion. The second one, a “mouse” (the teacher shows the image using

flat voice).

Ss: Es un ratón.

T: You are very clever! Here I have a rope (the teacher shows the image using flat voice).

198

Ss: Eso es una cuerda.

T: Excellent answer, a rope. Here I have another image, this is a trap (the teacher shows the

image using flat voice).

Ss: Es una trampa para animales.

199

T: Very well! The last image is hunter (the teacher shows the image using flat voice).

Ss: Es un cazador.

T: Correct! Now let´s review the words (The teacher shows each picture again and the

students repeat the words).

T: Ahora, que ya saben todas las palabras, la tía les contara una fábula cortita y súper

entretenida, así que escuchen con mucha atención, para que después respondan unas

preguntas.

Ss: Ok.

T: The fable is called the lion and the mouse, so pay attention.

T: One day, a lion was sleeping. A mouse jumped on the lion and the lion woke up. He was

angry. The lion trapped the mouse. The mouse said:

“Don’t eat me, please. One day I can help you”.

“You? Help me? Hahahahahaha”.

The lion let the mouse escape.

One day, the mouse listened the voice of the lion. “Help!” The lion was in a trap.

“The hunter captured me. Help!”

The mouse says “I can help. I cut the rope”.

The mouse bit the rope. The lion escaped.

The lion says “Thank you. You are a good friend”.

The mouse said “you are a good friend too”.

(The teacher does not apply any variation of the voice during the lecture of the fable).

T: Did you like the fable? ¿Les gustó la fábula?

Ss: ¡Sí!

200

T: ¡Qué bueno! Ahora, les pasaremos una guía que tendrán que responder. La tía Paula y la

tía Paulina se las entregaran.

Ss: Sí tía.

(The students answer the handouts).

T: ¡Muy buen trabajo niños! ¡Muchas gracias por su participación y atención!

Ss: De nada tía, nos encantó la actividad.

T: Bye bye! See you soon!

201

Appendix 7 Flashcards

202

203

204

Appendix 8 Handout of the Fables

205

206

Appendix 9 Students’ survey

207

208

Appendix 10 Tables of Information


Table 37

Gender

Number %

Female 28 52,8

Male 25 47,2

Total 53 100

Table 38

Age

Number %

9 years old 24 45,3

10 years old 29 54,7

11 years old or more 0 0

Total 53 100

Table 39

Grade started receiving

English Lessons

Number %

1st grade 30 56,6

2nd grade 21 39,6

3rd grade 1 1,9

4th grade 1 1,9

Total 53 100

209

Section 1

Table 40

Title of the Fable 1. ¿Cuál historia te gustó más?

Which story did you like the most?

Number %

The Ant and the Dove 35 66,0

The Lion and the

Mouse

18 33,9

Total 53 100

Table 41

Title of the Fable 2. ¿Cuál de las dos entendiste mejor?

Which story did you understand better?

Number %


The Lion and the

Mouse

16 30,2

Total 53 100

Table 42

Title of the Fable 3. ¿En cuál de las historias entendiste mejor

a la profesora?

In which of the stories did you understand the

teacher better?

Number %


The Lion and the

Mouse

12 22,6

Total 53 100

210

Table 43

Alternatives 4. ¿Crees que los gestos que usó la profesora te

ayudaron a entender la historia mejor?

Do you think that the gestures used by the teacher,

helped you to understand more easily?

Number %

Yes 51 96,2

No 2 3,8

Total 53 100

Table 44

Alternatives 5.Hubo gestos que te hicieron sentir confundido?

Did you feel confuse by some gestures the teacher

did?

Number %

Yes 12 22,6

No 41 77,4

Total 53 100

Table 45

Title of the Fable 6.¿Cuál de las historias te gustó más?

Which of the stories did you like the most?

Number %


The Lion and the

Mouse

15 28,3

Total 53 100

211

Appendix 11 Ethnographic Report

Hernando de Magallanes School

Stage of the class Observation

Introductory part

Lead in


Teacher (T): “Now, I’m going to present you some

words with pictures, photographs…”

Student (S): “¡imágenes!”

T: “Yes, and we are going to use them in the story…”

S: “un niño se cayó”

T: (doing the mimic) this is a hunter…

What is a hunter?

S: ¡un cazador!

T: (doing the mimicry) “this is an arrow…”

S: “!al ataque!”

S:“!flecha!”

T: “I’m going to tell you a little story using these

words”

S: “las cosas que hay en el cuento”

T: “yes…now, listen to me…”



Teacher: “on a sunny day” (hand movements

resembling the shape of the sun)

“there was an ant” (movement of the fingers)

“went to a river to drink water” (pointing the river

flashcard)

“the ant fell in the water” (falling movement)

212

“dove” (mimic of flying and pointing)

“the ant jumped on the leaf” (hand movement of

jumping)

“sailed” (mimic of swimming)

“another day” (gesture with the hands)

“didn’t see” (pointing towards the eyes)

“the hunter wanted the dove” (mimic of a bow)

“arrow” (mimic of shooting the arrow)

“the ant climbed his leg” (hand movements of

climbing, pointing towards the leg)

“and bit him” (hand movement of biting in the leg)

“Aaaaah!” shouted the hunter (scream)

“the dove escaped” (movement of running, use of

space)

“bye, bye” (hand movement of greeting)

(nodding when getting and giving feedback)

(eye contact)

(tone of the voice)

Lion and the mouse

T:As it is another story, we have new words.

S: Otra historia diferente que nos va a contar

T: This is a mouse.

S: Un ratón.

….

S: (right after story) Tia no entendi nada

Development of the

handout


T: “ ¿Que les pareció la historia?

S: Bien, de lujo

213

T: Now, you are going to receive a handout that you

have to answer (Teacher gives the instructions) ¿Qué

tenemos que hacer?

S: Unir, poner los números.

S: Hay que inventar eventos? SS: NO tienes que

escribir 3 eventos que pasaron en la historia.

T: Yes! That´s what you have to do.

T: Did you understand what you have to do?

S: Si, escribir lo que dijimos

S: Tía como se escribe paloma en Ingles?

T: Dove

Lion and the mouse

SS: Es lo mismo que hicimos en la guía anterior

Closure


T: ¿ De que se trato la historia?

SS: De qye había una hormiga, paso por el mar y se

cayo al mar y la paloma la vio, y una hoja se cayo al

agua la hormiga se subio arriba de la hoja y empezó a

nadar.

T: ¿Y se salvo?

SS: Si al otro dia la hormiga paso por el rio y vio a un

hombre que iba a disparar la flecha a la paloma y lo

pico y la paloma voló

T: ¿Qué le dijo la paloma a la hormiga? Friends are for

help

S: Gracias por tu ayuda SS Gracias amigo

Other

214

The British School


Introductory part

Lead in

T: I’m going to tell you a story about friends.

Do you know friends? “Friends” (teacher uses a

marker to point at the word)

S: Yes, amigo

T: The first story is called The Ant and the Dove.


T: Vamos a conocer altiro esas palabras nuevas

SS: Ant es hormiga

T: SI y la otra Dove ( )

S: Un ave

T: Parecido

S: Paloma

T: This is a leaf

S: Una hoja

T: From the tree.

T: SO, now the story starts.


“on a sunny day” (hand movements resembling the

shape of the sun)

“ant” (movement of the fingers)

“went to a river to drink water” (hand movement of

drinking water)


“dove” (mimic of flying and pointing)

“tree” (mimic of a tree)

“help! Please!” (bending down and mimic of

drowning)

215


jumping)

“sailed” (mimic of swimming)

“thank you…” (thumbs up gesture)


“the hunter wanted the dove” (mimic of a bow)




“and bit him” (hand movement of biting in the leg)



T:Did you like the story?

SS: Yes!

SS: YA la habia leido en un libro, pero en vez de una

Paloma era un ciervo

Development of the

handout

Closure

T: What did you understand of the story?

SS: the story is about a lion and a mouse. The lion is

angry and wants to eat the mouse, but the mouse

escapes, the other day, the lion was capture by a

hunter, the mouse cut the rope and the lion escaped,

and now they are friends

T: Well done!.

216

Pierre Faure School


Introductory part

Lead in



T: The title of the story is The Lion and the Mouse

SS: ah! Ya la conozco…

T: Pero ahora la vas a conocer en Ingles.

T: The first Word is Lion, what is a lion?

SS: Un león

SS: Es un ratón, ya lo vi.

T: Si, y como se decía ratón en Inglés?

SS: Mouse



T: Chicos si no prestan atención no van a entender

la historia

SS: AH! Yo ya conozco toda la historia


“on a sunny day” (hand movements resembling

the shape of the sun)

“ant” (movement of the fingers)

“went to a river to drink water” (hand movement

of drinking water)


217

SS: se cayó al rio!

“ dove” (mimic of flying and pointing)

SS La paloma la va a ayudar

SS: Deja de traducir


“leaf” (mimic of a leaf falling from a tree)


jumping)

“sailed” (mimic of swimming) SS

SS: A la orilla del rio

“another day” (gesture with the hands)


“the hunter wanted the dove” (walking movement,

use of space)

(mimic of catching something with the hands)




“and bit him” (hand movement of biting in the

leg)


“the dove escaped” (movement of running, use of

space).


“the end” (movement of the arms)

(changes of place when performing different

characters)

(eye contact)

(tone of the voice)

218

T: Did you like the story?

SS: Yes

S: NO, porque nadie se murió.


T: Reads the instruction

Closure

Se dieron cuentan que las dos historias era

parecidas?

SS: sii, porque tenían que ayudar a sus amigod

T: exactly, they helped their friends, what are

friends?

SS: amigos.

Other

219

Appendix 12 Screenshots

220

221

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