抄録
This study aims to investigate Iraqi EFL university students' attitudes towards the implementation of a multimodal approach on verbal and non-verbal communication. Additionally, it seeks to explore how these methodologies influence both verbal and non-verbal communication skills among EFL learners. The sample for this research comprises 214 EFL university students, employing a mixed-methods descriptive research design. Quantitative data were gathered using two questionnaire scales focused on verbal and non-verbal communication. Statistical analyses, including one-sample t-tests and Pearson correlation coefficients, were conducted to assess the relationship between the variables. In the qualitative component, data were collected from 20 purposefully selected participants through semi-structured focus group interviews. Moreover, findings revealed a statistically significant difference between the mean scores of verbal and non-verbal communication questionnaires and theoretical means. These significant differences were in favour of the verbal and non-verbal communication questionnaires. Also, the results demonstrate a meaningful and statistically significant relationship between verbal and non-verbal communication among EFL students. Besides, findings revealed that the students' interview answers highlighted the significance of psychological, social, engagement, and pedagogical factors in verbal and non-verbal communication for effective teaching and learning, which can enhance student performance through refined teaching methods.
