Exploring the Relationship between Gestures and Willingness to Communicate Among Japanese EFL Learners: A Mixed-Methods Study

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Asian Journal of English Language Teaching ›› 2026, Vol. 35 ›› Issue (2) : 5-24.

Exploring the Relationship between Gestures and Willingness to Communicate Among Japanese EFL Learners: A Mixed-Methods Study

Rintaro SATO

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Abstract

This study investigates how gestures influence Japanese EFL learners' moment-to-moment willingness to communicate (WTC), highlighting the role of nonverbal behavior in L2 interaction. Four university students, ranging from low-intermediate to advanced proficiency, participated in interactive speaking tasks with an interlocutor. All utterances produced during the sessions were video-recorded, transcribed, and rated for situational WTC. Stimulated recall interviews were conducted to explore learners' perceptions of WTC fluctuations. Using a mixed-methods approach, the study examined how gesture types produced by both learners and the interlocutor were associated with changes in WTC. The findings show that learners' WTC fluctuated dynamically during interaction and was closely linked to gesture use. Metaphoric and beat gestures often co-occurred with higher WTC, whereas affective displays such as frowning or embarrassed smiling tended to signal lower WTC. Interlocutor gestures, especially nodding and smiling, also contributed to increased WTC by providing interactional support and emotional reassurance. These results suggest that encouraging learners' gesture use and raising teachers' awareness of supportive nonverbal cues may enhance learners' communicative engagement. Although based on a small sample, the study offers broader pedagogical implications for integrating gesture awareness into L2 instruction.

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Rintaro SATO. (2026). Exploring the Relationship between Gestures and Willingness to Communicate Among Japanese EFL Learners: A Mixed-Methods Study.Asian Journal of English Language Teaching , 35(2): 5-24

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