Teachers’ Perceptions of the Effectiveness of Using Gestures in Teaching New Vocabulary to Young English Foreign Language Learners

Abstract

This study seeks to elucidate the perceptions of middle school EFL teachers regarding the efficacy of incorporating gestures in the instruction of new vocabulary to young English foreign language (EFL) learners in Jijel, Algeria. The primary objective of this study is to deeply analyse and evaluate middle school EFL teachers’ viewpoints of the effectiveness of using gestures in teaching new vocabulary. This study hypothesises that middle school EFL teachers hold positive perceptions towards the effectiveness of using gestures in teaching new vocabulary to young EFL learners. As for collecting the data needed, an online questionnaire was administered to 111 middle school EFL teachers in Jijel. The findings shed light on notable trends, highlighting that teachers recognize the value of gestures as a teaching tool and believe in their numerous benefits. The study also reveals that gestures are perceived as more effective than traditional methods, such as word lists, repetition, and translation, in enhancing vocabulary development. Furthermore, the study explores the advantages of using gestures, including improved learning outcomes, increased engagement, and reduced reliance on young EFL learners’ native language. However, challenges such as misinterpretation and selecting appropriate gestures for specific concepts are identified