Use Of Nonverbal Communication Research Articles

The Teaching Interns' Use of Kinesics as Non-verbal Communication in the Classroom

This study investigates the use of non-verbal communication, particularly kinesic behavior, by teaching interns during classroom instruction. The primary participants in this study are fourth-year teaching interns during the academic year 2022-2023 at a private higher education institution in Pagadian City, Philippines. The research approach employed is a case study with a qualitative methodology. The objective of this study is to examine the utilization of kinesics as a non-verbal communication tool by teaching interns in their interactions with students. It seeks to understand how teaching interns commonly employ kinesics and its perceived impact on students. Data for this study were gathered from various sources, including interviews conducted with ten teaching interns, feedback from three cooperating teachers, and insights from two students of the research participants. The findings indicate that the use of kinesics is beneficial for teaching interns. The incorporation of kinesics, such as postures, gestures, eye contact, and facial expressions, has created a dynamic classroom atmosphere and heightened students' engagement and the overall quality of instruction. It has positively influenced students' academic performance, leading to improved results and enhanced classroom behavior. Consequently, the integration of kinesics in the classroom supports effective communication between teaching interns and their students, resulting in clear and conducive instructional environments for learning.

The Effect of Non-Verbal Communication on the Effectiveness of Classroom Teaching: The Case of BTCA Students at the Institute of Accountancy Arusha

The study on the effect of non-verbal communication on the effectiveness of classroom teaching was conducted at the Institute of Accountancy Arusha main campus. The study used a sample of 100 respondents who were selected randomly from BTCA students in the communication skills module at the Institute of Accountancy Arusha. The study used an explanatory sequential design that allowed the combination of quantitative and qualitative techniques in two phases, Quantitative data were collected through questionnaires, while qualitative data were collected through interviews. Validity and reliability were tested by using Cronbach alpha and content validity index respectively. These tests yielded 0.79 and 0.85 respectively indicating that the tools and their findings were reliable and valid. Data analysis was done by using simple linear regression and content analysis for quantitative and qualitative data respectively. The study found that there is a significant moderate positive relationship between the use of non-verbal communication on the effectiveness of classroom teaching. This study has found that effective use of non-verbal communication in classroom teaching leads to effective classroom teaching. Furthermore, the study has found that some students are not aware of the use of non-verbal communication signs. Also, it was found that some teachers use irrelevant non-verbal communication. The current study recommends that teachers should use non-verbal communication effectively but students must be trained on the usefulness of non-verbal communication in learning. Furthermore, there is a need for teachers to use relevant non-verbal communication signs in teaching as respondents said that there are signs that are considered to be non-verbal communication but when teachers use them students never understand them.

Teacher's Non-Verbal Communication In EFL Classroom

The objectives of this study were to find out the kinds of teachers nonverbal communication used in EFL classroom, find out the kinds of teacher’s nonverbal communication that male and female students like most and investigate the perceived influence of teacher’s non-verbal communication on students. The research was conducted through descriptive qualitative method involving classroom observation, questionnaire and interview. The subject of the research consisted of two teachers, a male and a female English teacher and 20 students of SMPN 4 Marioriawa. The data gathered had been analyzed through data analysis proposed by Miles and Huberman (1994) namely data reduction, data display and conclusion drawing. The result of this research revealed that there were 8 kinds of nonverbal communication that commonly used by teachers of SMPN 4 Marioriawa namely physical appearance, kinesics, oculesics, vocalics, haptics, proxemics, chronemics and olfactics. Findings also show that there are some differences between the kinds of nonverbal communication that are preferred by male and female students. Those differences can be seen on the students’ perspective on teacher’s physical appearance, chronemics and vocalic. Furthermore, each kind of nonverbal communication has different impact toward students’ learning domains that are cognitive, affective and psychomotor. The proper use of nonverbal communication helps teacher to deliver material easier. Physical appearance, kinesics, vocalics and proxemics can increase student’s cognitive domain. Meanwhile physical appearance, kinesics, oculesic, haptics, chronemics and olfactics can improve students’ affective domain including motivation, enthusiasm and behavior. And proxemics can improve students’ psychomotor domain including skills. Keywords : EFL Classroom; Male and Female teacher; Nonverbal Communication

Co-Located Human–Human Interaction Analysis Using Nonverbal Cues: A Survey

Automated co-located human–human interaction analysis has been addressed by the use of nonverbal communication as measurable evidence of social and psychological phenomena. We survey the computing studies (since 2010) detecting phenomena related to social traits (e.g., leadership, dominance, and personality traits), social roles/relations, and interaction dynamics (e.g., group cohesion, engagement, and rapport). Our target is to identify the nonverbal cues and computational methodologies resulting in effective performance. This survey differs from its counterparts by involving the widest spectrum of social phenomena and interaction settings (free-standing conversations, meetings, dyads, and crowds). We also present a comprehensive summary of the related datasets and outline future research directions, which are regarding the implementation of artificial intelligence, dataset curation, and privacy-preserving interaction analysis. Some major observations are: the most often used nonverbal cue, computational method, interaction environment, and sensing approach are speaking activity, support vector machines, and meetings composed of 3–4 persons equipped with microphones and cameras, respectively; multimodal features are prominently performing better; deep learning architectures showed improved performance in overall, but there exist many phenomena whose detection has never been implemented through deep models. We also identified several limitations such as the lack of scalable benchmarks, annotation reliability tests, cross-dataset experiments, and explainability analysis.

Use of Nonverbal Communication while Teaching Primary School Students

Use of Nonverbal Communication while Teaching Primary School Students

Non‐verbal communication of nursing home residents and care staff

AbstractIntroductionPeople living with dementia (PlwD) in nursing homes (NH) have complex needs with impairments in cognition, communication, and daily function. Complex needs may arise with impairments in communication and difficulty in expressing needs. PlwD often experience neuropsychiatric symptoms (NPS) with poor quality of life (QoL), which can be impacted by impairments in non‐verbal communication (NVC). NVC plays a key role in improving communication and engagement with PlwD. This study examines current NVC practices in NH between PlwD and care staff.Methods225 NH from the Care Home Research Network, King’s College London were invited to take part on an online anonymous questionnaire. The questionnaire included 13 questions on NVC and NH demographics. Care staff provided information on communication cues used between residents and staff during instrumental care and social activities. The use of NVC was rated on a Likert scale.ResultsThirty‐two NH completed the questionnaire, with 56% having 40‐90 beds. 9% of staff reported the use of verbal communication, 25% reported using combined verbal and NVC, whilst majority reported using NVC to communicate with residents (66%). The most observed NVC in residents was facial expressions (71.9%), followed by eye expression (53.1%) and touch (50%). Other NVC included the use of pitch, hand gestures and head nods (37%). Staff NVC cues included facial expressions (81.3%), eye contact (81.3%), hand gestures (75%), pitch of voice and head nods, (both, 66%). Furthermore, 34% of the staff used body language to assist residents with NPS, whilst 28% used touch. During social activities, facial expressions were used very often (78.1%) by residents, followed by head nods, touch and hand gestures (46%). Whilst receiving care, facial expressions were reported very often (68.8%). Other common cues involved touch (50%) and eye contact (41%).ConclusionNH residents and staff use a broad range of NVC channels to interact with one another and was the most reportedly used strategy. Developing interventions to improve communication between staff and PlwD should prioritize NVC, given its extensive use. Improving NVC would facilitate care staff to address needs better, reduce NPS and improve QoL.

수영지도자의 비언어적 커뮤니케이션, 감정반응, 고객만족, 장기적 관계지향성의 관계

Purpose: The purpose of this study is to investigate the relationship between swimming instructors’ nonverbal communication and emotional response, customer satisfaction, and long-term relationship orientation BR Method: This study selected swimmers from five swimming pools in Busna and collected 437 samples through convenience sampling methods. The data from 412 people were used for the actual analysis, excluding those of 25 people whose answers were judged to be dishonest or inconsistent. For data analysis, this study conducted frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, simple regression analysis, and multiple regression analysis using the SPSS statistics 26.0 program. Based on the above methods and data analysis results, the results derived from this study are as follows.BR Results: First, the nonverbal communication of swimming instructors had a significant effect on emotional responses. Second, nonverbal communication of swimming instructors had a significant effect on customer satisfaction. Third, emotional responses had a significant effect on customer satisfaction. Fourth, emotional responses had a significant effect on long-term relationship orientation. Fifth, customer satisfaction had a significant effect on long-term relationship orientation.BR Conclusion: In summary, it shows that the active use of nonverbal communication by swim instructors can lead to long-term relationships in the future by increasing participants’ positive responses and satisfaction. Therefore, swimming instructors should actively utilize nonverbal communication to satisfy customer needs through continuous interaction with customers and seek ways to elicit positive emotions and satisfaction in customers.

The use of nonverbal communication when assessing witness credibility: a view from the bench

The aim of this article is to provide a better understanding of how, in practice, judges use nonverbal communication during bench trials. The article starts with an overview of legal rules on how judges are supposed to assess witness credibility and use nonverbal communication, and briefly addresses the impact of those rules on lower courts and the limited data about judges in bench trials. Subsequently, we present the methods and the results from an online survey carried out with Quebec judges. While a number of judges have beliefs consistent with the scientific literature, findings reported in this article show that many judges have beliefs inconsistent with the scientific literature, and many are silent on culture-related differences in nonverbal behavior. The article ends with a discussion on the implications of the results for scholars and practitioners, including why findings reported in this article are cause for concern for adversarial justice systems.

Impact of Using Non-Verbal Communication on Students’ Learning at Secondary Level in Fazaia Schools System

Various researchers and educationists are of the view that effective use of teachers' non-verbal expressions has a positive effect on students' learning. The objectives of the study were to find out teachers' and students' perceptions towards the use of non-verbal expressions for effective English language learning and how helpful it is in making this process more productive. In order to achieve the desired objectives, a descriptive research method was chosen where data was collected through quantitative and qualitative methods. Moreover, data was analyzed through statistical and thematic analysis. Quantitative data was collected through questionnaires whereas qualitative data through classroom observations which were analyzed through SPSS and thematic analysis respectively. The analysis leads to the findings that both students and teachers have a positive perception and it is helpful for making the pedagogical process more productive. Both were of the opinion that efficient use of non-verbal communication leads to effective English language learning.

An Analysis of Non-Verbal Communication in Students' Speaking Performance

The aims of this study are to investigate the use of non-verbal communication in students’ speaking class and to describe the reasons of the use non-verbal communication in students’ speaking class at English Department, University of Kuningan. The participants of this study were three selected students of English education department who took public speaking subject in fourth semester. The study employed a qualitative research through a plying a case study design. To gain the data needed, two techniques were employed; observation and interview. The writer used observation field note to find out the types of non-verbal communication in students’ speech. Interview was conducted to answer the reasons toward the use of non-verbal communication in students’ speech. The data analysis showed that the most occur used non-verbal communication was gesture. Moreover, students’ prefer to use gesture and their eye contact to help them conveying message and as the complement to make their speech more interesting. It can be stated that non-verbal communication emphasize the students in delivering message to the audience while doing speech, in addition students were more confident when delivering their speech by using non-verbal communication.
 Keywords: Non-verbal; communication; public speaking

Language of actions: The effects of teacher's kinesics on student learning and learning environment.

A teacher's appropriate use of nonverbal communication skills, mainly kinesics, can play a crucial role in the success of the students. Medical educators are unaware of the effective use of nonverbal communication as an instructional skill that can be used to engage learners, balance learners' participation by controlling the classroom environment, and motivate them to have a passion for learning. The purpose of the study was to explore the students' perceptions regarding the effect of teachers' kinesics on students' learning and their learning environment. This can be helpful for teachers in modifying their teaching styles and delivering quality education. A qualitative study with an exploratory design was conducted at a private medical institute in 2021 for a duration of 6 months. Fourteen medical students volunteered to participate in the study. Focus group discussions were conducted with the students to explore the experiences of the medical students regarding the use of nonverbal communication skills by their teachers and its effect on their learning in the classroom. The data collected was analyzed manually. The results of the study revealed that teachers' nonverbal behaviors in the classroom significantly influence students' motivation, engagement, and learning in the classroom. Students preferred interaction with the teachers who were friendly and confident and used their nonverbal communication skills (eye contact, facial expressions, hand gestures) effectively, compared to strict and judgmental teachers. Teachers need to motivate their students by improving their teaching styles and incorporating nonverbal behaviors positively in the classroom. By creating an impactful learning environment, students' participation and learning will increase, which will, in turn, improve their academic performance.

Budaya Komunikasi Keluarga di Perdesaan: Konteks Komunikasi Verbal dan Nonverbal

Communication determines a person's quality of life and success including in the family. Communication in the family can increase harmony in the family and quality of human resources. This study aims to analyze the communication culture of parents and children in rural areas. This research uses qualitative methods. The research was conducted in Agam Regency in June-September 2021, research informants were selected purposively or intentionally. Data were collected through in-depth interviews and observations. Data analysis was carried out using the Miles and Huberman technique. The results showed that the form of verbal communication that occurs in the family is in the form of using local language when calling children, telling children, advising children, telling stories with children, or chatting with children. Parents communicate with children according to the situation and conditions of the child. Parents still use harsh words to children. The use of non-verbal communication in the family in the form of facial expressions, body movements, voice intonation used differently by parents when calling children, telling children, advising children, telling stories with children and scolding children. Parents do not maximize non-verbal communication in terms of providing warmth to children such as hugging children, holding shoulders and giving appreciation or praise

Ethnography of Communication in Improving Social Interaction of Children with Special Needs

The purpose of this study is to describe communicative events, communicative actions, communicative situations between teachers and students with autism in interacting with the school environment at SLB Aisyiah Krian. The research method used in this research is using qualitative research with an ethnographic communication study approach. The results of the study explain that the Ethnography of Communication in Improving Social Interaction of Children with Special Needs "Teachers and Students with Autism SLB Aisyiah Krian" is to show that in the ethnography of communication communication activities are part of the activities of autistic students while learning at school, which can be seen from several components, namely communicative events seen through the word SPEAKING, communicative actions that are identical to the use of non-verbal communication, and communicative situations, namely the location will be considered the same when autistic students interact with the teacher even though the location changes

INSTRUCTORS’ AND LEARNERS’ PERCEPTIONS ON USE OF NON-VERBAL COMMUNICATION IN INSTRUCTION OF ENGLISH IN KENYA; A CRITICAL LITERATURE REVIEW

Purpose: Non-verbal communication has strong impact on the behavior of both instructors and learners. As a result, both the learners’ and instructors’ success rely on the effective communication between them in the classroom. The purpose of our study therefore is to evaluate instructors’ and learners’ perceptions on use of non-verbal communication in instruction of English in Kenya.
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Conclusion: From the findings of this study, one may conclude that non-verbal communication helped in effective teaching and learning of English language. The study also concluded that students understand better when their teachers use non-verbal cues in the class. Instructors’ non-verbal communication is one of the best tools for classroom management and control.
 Recommendations: The study recommended that the government should make provision for learning resources which can complement teachers’ non-verbal usage in order to deliver content and knowledge effectively. Also, since classroom communication is a two-way process, teachers should better understand their students’ non-verbal communication. This means that if there is any communication problem in the class, the teacher should be able to adopt better methods of teaching which should also be accompanied with non-verbal gestures.

Impact, importance, types, and use of non-verbal communication in social relations

The problem of today's social and economic developments is based on communicative relations, which are the main factor in the development of human society. Most of all, the recent changes in communication reports proved how important communication is in achieving the goals not only of the speaker but also of society. Human society's important means of communication in all its types and dimensions, the relationship and mutual influence of these types are becoming more and more obvious. Over the years, different language schools have dealt with different approaches on the importance, cognition, and functionality of communication, not only linguistic but also non-linguistic, communication that does not rely on different grammatical tools and forms, or structured language, but also on the linguistic, or nonverbal element. Today's controversies in linguistics raise issues of meaning and significance, which often come from questions: 'What does it mean? 'However, the concept of meaning is not confused with communication. When we talk about communication, we refer to the process through which, someone conveys something, to someone else. The full realization of this process includes not only linguistic factors but also social and cultural ones.

Distanced behind the mask: The use of non-verbal communication when counselling the elderly during the COVID-19 pandemic.

The stressors caused by the coronavirus disease 2019 (COVID-19) pandemic have influenced both the physical and the mental health of the elderly, increasing their vulnerability. Counselling by the mental healthcare nurse is a critical protective factor in mitigating the mental health effects of COVID-19. However, counselling is unintentionally interrupted by the effects of the mask as a barrier to non-verbal communication. This commentary aims at conscientisation of mental healthcare nursing practice interruptions to non-verbal communication, brought upon by the pandemic. Practice recommendations focus on mask-wearing becoming less of a stressor to offset the challenges experienced by both the elderly and the mental healthcare nurses.ContributionThe authors conclude that a need exists to revisit the fundamentals of counselling, and show initiative to addressing the practice challenges created by the wearing of masks yet simultaneously contribute to #flatten_the_mental_illness_curve.

The Use of Non-Verbal Communication in Supporting the Realization of Brown & Levinson Politeness Strategies

One of the prominent issues in pragmatics is politeness. Politeness can manifest in two actions, verbal and non-verbal communication. This study aimed to analyze the lecturer's and the students' non-verbal communication (NVC) in supporting the realization of Brown & Levinson's politeness strategies in English classroom interaction at Universitas Muhammadiyah Purworejo. This study explains the lecturer’s and students’ NVC in supporting the realization of bald on record strategy, positive politeness strategy, negative politeness strategy, off-record strategy, and don’t do the face-threatening act (FTA) strategy in English classroom interaction. In this study, the researchers applied qualitative research. The subjects were one English lecturer and students. The objects were the lecturer's and the students' utterances during the English learning process. The methods the researchers used to analyze the data were Brown & Levinson's (1987) politeness strategies theory and Novinger's (2001) NVC theory. The findings showed that politeness strategies were used by the lecturer and students with the total frequency of 559 times, namely bald on record, positive politeness (dominantly used), negative politeness, off-record, and don’t do the FTA (the least used). Besides, in supporting the realization of politeness strategy, the dominantly used methods of NVC were chronemics, kinesics, and vocalic. In conclusion, politeness strategies are crucial in maintaining the relationship and creating a comfortable environment in the EFL classroom. NVC can support performance that cannot be expressed in words.

Nonverbal communication in the process of teaching Russian as a foreign language

The command of nonverbal communication skills contributes to the establishment of interpersonal contact, creating a favorable atmosphere, including during the classes “Russian as a Foreign Language”. In the context of teaching Russian as a foreign language, nonverbal communication plays a significant role in the communication process. The subject of theis research is the peculiarities of nonverbal communication in the process of teaching Russian as a foreign language. The object of this research is the process of teaching Russian as a foreign language. The article employs comparative, descriptive and analytical methods of research. Methodology is based on the works of the  Russian authors (T. A. Gridina, V. N. Kunitsyn, V. U. Nogaev, and others). Practical importance lies in applicability of the acquired results to the development of textbooks on the topic, as well as “Russian as a Foreign Language” classes. The author examines various aspects of nonverbal communication and determines the means that may complement verbalization, thereby improving the learning efficiency. The novelty of this paper consists in the attempt to broaden didactic methods of teaching Russian as a foreign language from the perspective of effectiveness of nonverbal means of communication as a didactic instrument. The conclusion is made that flexible use of nonverbal communication in teaching Russian as a foreign language may enhance motivation of students; improve the learning process alongside professional competencies of the pedagogue.

Investigative Interviewing Research: Ideas and Methodological Suggestions for New Research Perspectives.

Research studies concerning investigative interviewing and lie detection have seen a steep rise in recent years. Detecting lying is a human ambition and an interesting research question. Yet, people often hold wrong stereotypes about how to detect lies (The Global Deception Research Team, 2006), which makes paramount sound research studies. Two examples are the use of non-verbal communication and microexpressions as a means for lie detection. Neither of the two showed to be a reliable approach to detect lies (DePaulo et al., 2003; Burgoon, 2018; Jordan et al., 2019), and both have been criticised as ineffective (for two recent overviews, see Vrij et al., 2019; Brennen and Magnussen, 2020). Recent research studies prioritise verbal content (Masip et al., 2005), which appears to be a better tool for credibility assessment (Vrij, 2015; Amado et al., 2016) and on developing interviewing approaches that aim at enhancing the differences between truth tellers and liars (Vrij and Granhag, 2012, 2014). Yet, we are far from being able to accurately and reliably discriminate truth tellers from liars. The reasons can be traced back to several issues.

Examining the Use of Nonverbal Communication in Virtual Agents

ABSTRACT Virtual agents are systems that add a social dimension to computing, often featuring not only natural language input but also an embodiment or avatar. This allows them to take on a more social role and leverage the use of nonverbal communication (NVC). In humans, NVC is used for many purposes, including communicating intent, directing attention, and conveying emotion. As a result, researchers have developed agents that emulate these behaviors. However, challenges pervade the design and development of NVC in agents. Some articles reveal inconsistencies in the benefits of agent NVC; others show signs of difficulties in the process of analyzing and implementing behaviors. Thus, it is unclear what the specific outcomes and effects of incorporating NVC in agents and what outstanding challenges underlie development. This survey seeks to review the uses, outcomes, and development of NVC in virtual agents to identify challenges and themes to improve and motivate the design of future virtual agents.