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

Abstract

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.