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This paper describes an observational study with three Japanese EFL teachers that examined: (1) the difference in the frequencies of non-verbal behaviors (NVBs) depending on the amount of the second language (L2) used by the teacher; (2) the kinds of NVBs the Japanese EFL teachers used in the classes, and (3) the difference in frequency of NVB use depending on whether the same teacher used their first language (L1) or L2. An analysis of the findings indicated the following: (1) the greater the amount of teacher output of L2, the more frequently NVBs were used; (2) the teachers used different types of NVBs depending on the situation; and (3) NVBs were more frequently used when the teacher spoke L2. These findings suggest that NVBs play a crucial role in providing comprehensible input in EFL classrooms. The pedagogical implications for EFL teachers and teacher educators are also suggested in the conclusion.

Examining EFL Teachers’ Non-verbal Behaviors in English-medium Lessons