

































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 8, No. 3, December 2025, pp. 192-204  

        https://doi.org/10.12928/eltej.v8i3.14856        http://journal2.uad.ac.id/index.php/eltej/index         eltej@pbi.uad.ac.id  

Teacher nonverbal cues and student first impressions in 

Vietnamese EFL classrooms 

Cuong Phan Quoc a, 1, *, Angelica Puspasari Manao b, 2 

a Binh Duong Economics and Technology University, No. 333 Thuan Giao 16 Street, Thuan Giao Ward, Ho Chi Minh City 75110, Vietnam 
b National Taipei University of Technology, No. 1, Section 3, Zhongxiao East Road, Da’an District, Taipei 10608, Taiwan 
1 cuong.pq@ktkt.edu.vn *; 2 t112548405@ntut.org.tw     

 

*corresponding author   

A R T I C L E  I N F O 

 
 

A B ST R ACT   

 

 

Article history 

Received 15 October 2025 

Revised 17 November 2025 

Accepted 4 December 2025 

Available Online 17 December 2025 

 This study explores the perspectives of Vietnamese students on 
nonverbal cues from their English teachers and how these cues 
influence their first impressions and motivation in EFL classrooms. 
Using an explanatory sequential mixed-methods design, the study first 
collected survey data from 97 students across four majors (Information 
Technology, Law, Marketing, and Public Relations) and then 
conducted semi-structured interviews with 12 voluntary participants. 
Quantitative results indicated consistently positive evaluations of 
nonverbal cues, particularly confident posture, neat attire, and smiling, 
with notable differences between majors: students in communication-
oriented fields placed greater value on visual and interpersonal cues, 
while technical students adopted more neutral stances and frequently 
compared English teachers with instructors in their major subjects. 
Thematic analysis of interview data further revealed that nonverbal 
cues from teachers contributed to lowering anxiety, enhancing 
classroom inclusion, and increasing student engagement. In general, 
the study highlights the significant role of nonverbal communication 
of teachers in creating supportive and motivating EFL learning 
environments and provides pedagogical implications for improving 
teacher training and classroom interaction in Vietnamese universities.  

 

© The Authors 2025. Published by Universitas Ahmad Dahlan. 

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Nonverbal communication 

First impressions 

EFL classrooms 

Student motivation 

Teacher-student interaction 

 

 

 

 

How to Cite: Quoc, C. P., & Manao, A. P. (2025). Teacher nonverbal cues and student first impressions in 
Vietnamese EFL classrooms. English Language Teaching Educational Journal, 8(3), 192-204. 
https://doi.org/10.12928/eltej.v8i3.14856     

1. Introduction  

First impressions are very important in educational settings because they shape how students feel 
about their teachers and how willing they are to engage in learning from the very beginning (Šerić, 
2021). This is particularly relevant in English as a Foreign Language (EFL) classrooms, where many 
Asian students, including those in Vietnam, often approach English with uncertainty or low 
confidence (Pourgharib & Shakki, 2024; Thach & Khau, 2025; Yakovleva, 2021; Zhang, 2025). Since 
English is typically a required subject, many students have limited exposure to the language and may 
feel anxious about using it (Le, 2023; Malik et al., 2021; Truong & Ho, 2022). In such contexts, the 
early interactions between teachers and students become especially important for establishing trust 
and reducing affective barriers. 

Nonverbal communication plays a key role in making these initial interactions. Simple actions 
such as friendly facial expressions, supportive gestures, confident posture, and appropriate clothing 
can help students feel comfortable, build trust, encourage participation (Gutiérrez-Hernández & 
Ramírez-Alfaro, 2024; Lee, 2022; Oliver et al., 2022; Yang, 2025). Although previous research has 

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193 English Language Teaching Educational Journal   ISSN 2621-6485 

         Vol. 8, No. 3, December 2025, pp. 192-204 

 Quoc, C. P., & Manao, A. P. (Teacher nonverbal cues and student first impressions in…..) 

shown that nonverbal cues influence student perceptions, empirical studies focusing specifically on 
first impressions in EFL classrooms remain limited. Even fewer studies examine this phenomenon 
within Vietnamese technical universities, where many students come from STEM-oriented disciplines 
and may have lower English confidence or different communication expectations compared to 
students in social sciences. Additionally, existing literature rarely provides cross-major comparisons, 
leaving unclear whether students from different academic backgrounds value teacher nonverbal cues 
differently. 

To address these gaps, this study examines how students from four disciplines (Information 
Technology, Law, Marketing, and Public Relations) perceive the nonverbal cues of their English 
teachers during the first class meeting. It also explores how these initial impressions influence 
students’ comfort, motivation, and attitudes toward English learning in a technical university context. 
By drawing on both survey data and interview evidence, the study clarifies the role of early teacher 
nonverbal cues in shaping student engagement and offers practical implications for improving English 
instruction in Vietnamese higher education. The study is guided by the following research questions: 

1. What nonverbal cues do students identify as the key to creating a positive first impression of 
their English teachers during the initial meeting? 

2. How do these nonverbal cues, such as facial expressions, gestures, posture, and clothing, 
affect students’ motivation and comfort in English classes after that first impression? 

1.1. First impressions and nonverbal communication in EFL classrooms 

First impressions refer to the initial judgments students form about their teachers, often shaped by 
visual and behavioral cues even before verbal interaction occurs. These early impressions strongly 
influence student motivation, attitudes, and participation. Soltanian and Sadeghi (2021) found that 
brief “thin slices” of teacher behavior can significantly impact student perceptions. In EFL classrooms, 
where learners may feel anxious, underconfident, or less motivated, these impressions become even 
more consequential (Gholamrezaee & Ghanizadeh, 2018) . In many Asian contexts, including 
Vietnam, English is perceived as a mandatory subject, particularly among non-English majors (Van 
Van, 2020), making the teachers’ initial presentation highly influential. A positive impression reduces 
anxiety and fosters engagement, whereas a negative one can undermine motivation (Wang et al., 
2024). 

Nonverbal cues is one of the most powerful factors of the early judgment. They include facial 
expressions, gestures, body posture, eye contact, clothing, and physical distance (Burgoon et al., 
2021). Empirical studies in EFL classrooms consistently shows that positive nonverbal cues such as 
smiling, open gestures, and attentive gaze enhance classroom atmosphere and reduce anxiety. For 
example, Tikochinski et al. (2025) found that gestures and facial expressions directly increased student 
motivation, while Yuan (2024) showed that these immediacy behaviors improved engagement in 
English classes. 

However, despite this growing body of work, existing studies rarely examine whether students 
from different academic disciplines interpret these nonverbal cues in similar or divergent ways. Most 
research treats “students” as a homogeneous group, overlooking the potential variation between, for 
example, communication-focused majors and technical majors. This lack of cross-major evidence 
leaves an important gap in understanding how disciplinary norms can shape students’ expectations 
and reactions to teachers’ nonverbal cues, particularly in technical universities where English is often 
viewed as a supplementary rather than central subject. 

1.2. Frameworks for understanding nonverbal communication 

Teacher Immediacy Theory (Burgoon et al., 2021)  provides a central lens for understanding how 
nonverbal behaviors shape students’ perceptions during early classroom encounters. The theory posits 
that behaviors such as smiling, maintaining eye contact, adopting an open posture, and using relaxed 
body movement reduce perceived psychological distance, thereby fostering approachability, 
emotional safety, and readiness to participate. Recent L2 research further shows that teacher 
immediacy contributes to increased student engagement and willingness to communicate (den Brok 
et al., 2004; Dewaele & Dewaele, 2020; Huang & Li, 2024). 

Within this theoretical orientation, nonverbal cues in EFL classrooms can be organized into several 
well-established categories. These categories help explain how teachers’ moment-to-moment 



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 Quoc, C. P., & Manao, A. P. (Teacher nonverbal cues and student first impressions in…..) 

behaviors communicate warmth, authority, professionalism, and respect signals that strongly 
influence students’ first impressions and affective responses. Table 1 synthesizes the major types of 
nonverbal communication widely discussed in the literature, along with examples relevant to teaching 
and learning. 

Table 1.  Types of non-verbal communication in EFL classrooms 

Category Definition Example Sources 

Kinesics 
Body movements such as 
gestures, facial expressions, 
and posture 

Smiling to show friendliness; 
open arms to welcome 
students 

Kesevan et al. (2020); Nong 
(2025) 

Proxemics 
Use of physical space 
between people 

Teacher standing close to 
students to show 
approachability 

Farsani and Rodrigues (2021) 

Oculesics 
Eye behavior such as eye 
contact and gaze 

Making eye contact to show 
attention; cultural variations in 
gaze 

Kourieos and Evripidou (2024); 
Haataja et al. (2021) 

Appearance 
Clothing and grooming that 
affect impressions 

Wearing professional clothing 
to gain respect 

Oliver et al. (2022); Kashem 
(2019) 

Chronemics 
Use of time, including 
punctuality and timing 

Starting class on time to show 
respect 

Wilson et al. (2021) 

 

These nonverbal cues are not interpreted uniformly, as students’ perceptions are shaped by cultural 
norms and classroom expectations in Vietnam. In Vietnamese EFL settings, eye contact, interpersonal 
distance, and classroom formality influence students’ comfort and their initial judgments of teacher 
approachability. Research in Vietnamese classrooms has highlighted that gestures, facial expressions, 
posture, and smiling play a crucial role in creating welcoming and supportive learning environments 
(Nguyen, 2025; Nguyen & Khau, 2022; Thanh Thao & Thuy, 2024). Recognizing these cultural 
nuances is therefore essential for understanding how nonverbal behaviors contribute to positive first 
impressions and effective classroom interactions in Vietnamese EFL contexts. 

1.3. Effects on student motivation and comfort 

Nonverbal cues not only shape first impressions but also influence student emotions, motivation, 
and engagement in the classrooms. Behaviors such as smiling, use open gestures, eye contact, or 
moderate proximity help create a positive and supportive learning environment. In EFL classrooms, 
nonverbal immediacy increased willingness to communicate (Amini & Weisi, 2021; Lin, 2019; Yan 
et al., 2025) and supportive cues enhanced enjoyment, confidence, and risk-taking in language use 
(Anderson, 2025; Babad, 2007; Dewaele & Dewaele, 2020; Pennings & Hollenstein, 2020). 

Studies in Asian contexts further confirm these patterns (Huang & Li, 2024). For example, Fallah 
(2014)  found that young learners felt more motivated when teachers used expressive gestures and 
relaxed posture, which made them feel comfortable and ready to participate. Similarly, research in 
Thai EFL classrooms suggests that the absence of supportive and immediate teacher behaviors, 
reflected in profiles such as impatient, uninspiring, and intimidating teachers, significantly 
undermines students’ L2 willingness to communicate (Raksawong et al., 2024; Suvongse & Liang-
Itsara, 2022). In addition, research in Chinese EFL universities indicates that teacher non‑verbal 
immediacy including gestures, eye contact, and facial expressions is significantly associated with 
students’ classroom engagement and willingness to participate (Derakhshan et al., 2023; Ding & 
Wang, 2025; Li et al., 2025). 

However, many teachers may be unaware of how their body language is interpreted by students. 
Neutral or closed cues such as limited eye contact or crossed arms can inadvertently make students 
feel unnoticed. Frenkel et al. (2024) found that emotionally distant behavior reduced learner interest 
and motivation, whereas more emotionally engaging or supportive behavior was shown to increase 
learner interest (Trang et al., 2023). This issue is especially relevant in technical universities in 
Vietnam, where English is often viewed as a required subject (Ngo & Tran, 2024; Yakovleva, 2021) 
and many teachers have limited training in nonverbal communication strategies (MOET, 2020). These 
gaps highlight the need for further research on how students interpret teacher nonverbal cues in such 
contexts. 



195 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Quoc, C. P., & Manao, A. P. (Teacher nonverbal cues and student first impressions in…..) 

2. Method 

2.1. Participant background 

A total of 97 second-year students from Binh Duong Economics and Technology University 
(Vietnam) participated in this study. The sample included four majors: Information 
Technology/Software Engineering (n = 26, 26.8%), Law (n = 25, 25.8%), Marketing (n = 23, 23.7%), 
and Public Relations (n = 23, 23.7%). The balanced distribution supported meaningful cross-group 
comparisons. 

All participants had completed English Course 3 with final grades ranging from 6.5 to 7.9, 
reflecting a moderately uniform level of English proficiency. This moderately uniform proficiency 
level reduced the risk of language ability influencing judgments about teacher nonverbal cues. 

Table 2.  Participant distribution by academic majors 

Major N Percent (%) 
Information Technology/Software 
Engineering 

26 26.8 

Law 25 25.8 
Marketing 23 23.7 
Public Relations 23 23.7 
Total 97 100.0 

2.2. Research design 

An explanatory sequential mixed-methods design was employed. The survey phase provided a 
broad understanding of which teacher nonverbal cues were most notable to students, and the interview 
phase explored students’ interpretations and emotional responses behind these patterns. This design 
is appropriate when initial quantitative findings require deeper contextual explanation (Hashemi, 
2023)  . 

The survey consisted of two sets of items aligned with the research questions and grounded in 
common categories of nonverbal communication (kinesics, oculesics, proxemics, appearance, and 
chronemics). While Set A measured the importance of nonverbal cues in forming first impressions, 
Set B measured how those cues influenced motivation and comfort. Both sets used a five-point Likert-
type scale, which enabled students to express graded perceptions clearly and reliably. Internal 
consistency was excellent (Cronbach’s α = .940 for Set A; .977 for Set B). 

The six semi-structured interview questions were intentionally designed to match the two research 
questions. The first three focused on nonverbal cues shaping first impressions, while the last three 
explored motivation and comfort. These questions allowed students to elaborate on processes that 
cannot be captured through fixed-scale survey items. 

The questions were piloted with four students with one from each major to check for clarity and 
relevance. Feedback was used to improve the questions, but pilot data were not included in the main 
analysis. 

2.3. Data collection 

The survey was distributed via Google Forms. Vietnamese was used to avoid comprehension 
barriers and ensure that students could accurately express subtle perceptions related to teacher 
nonverbal cues. A total of 97 valid responses were collected voluntarily with support from course 
instructors. 

Following the survey, semi-structured interviews were conducted with 2 students selected using 
convenience sampling. This approach was appropriate because the aim of the qualitative phase was 
not representativeness but depth of insight, and voluntary participation was essential to ensure comfort 
and openness. The sample included 5 students from Information Technology/Software Engineering, 
3 from Law, 2 from Marketing, and 2 from Public Relations. Each interview lasted from 20 to 30 
minutes and was audio-recorded for transcription and analysis. 

All interviews were conducted in Vietnamese in a quiet meeting room. Participants were informed 
of confidentiality, the right to withdraw, and the purpose of the study before giving written consent. 



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2.4. Data analysis 

The quantitative survey data were entered into SPSS Statistics version 26, checked for accuracy, 
and screened for missing or inconsistent entries. Descriptive statistics, including frequencies and mean 
scores, were calculated to identify which nonverbal cues students most commonly noticed and valued 
across academic majors. 

Interview data were analyzed using thematic analysis (Braun & Clarke, 2021a, 2021b, 2021c). All 
recordings were transcribed verbatim, and the transcripts were read repeatedly for content familiarity, 
coded for meaningful units, and then grouped into preliminary themes. These themes were reviewed, 
refined, and clearly defined before being used to interpret how teachers’ nonverbal cues influenced 
students’ first impressions, motivation, and comfort. 

Table 3.  Example of Coding 

Excerpt Initial Codes Subtheme Theme 
Mỗi khi mà cô em cười ý hả, em thấy như mình được 
chào đón trong lớp, vui vẻ hơn hẳn mà còn kiểu muốn 
học hành hơn nữa á. Mà em thấy cô cũng hỏi thăm 
bạn này bạn kia ngay trong buổi đầu luôn ạ. 

teacher smile; 
small talk; feeling 
welcomed; higher 
motivation 

warm and 
friendly 
demeanor 

warmth-based 
nonverbal 
behaviors 
increase 
students’ 
emotional 
comfort and 
motivation 

Every time she smiles, I feel welcomed, happier and 
more willing to study. She also often has small talks 
with my other classmates right from the beginning. 

Cách cô giao lưu với lớp, đi lại trong lớp thoải mái tự 
tin làm em rất là ưng bụng. Cảm thấy kiểu như cô có 
năng lượng tích cực nên muốn học liền liền. 

confident 
movement; 
energetic presence; 
uplifting classroom 
atmosphere 

energetic and 
confident 
presence 

warmth-based 
nonverbal 
behaviors 
increase 
students’ 
emotional 
comfort and 
motivation 

The way my teacher communicates with us effectively 
and walks comfortably and confidently around 
classroom makes me very satisfied. I feel like she has 
positive energy, which make me want to study right 
away. 
Lúc nào giảng bài cô cũng nhìn thẳng tụi em hết á, kiểu 
không phải nhìn dữ dằn đâu ạ. Cô nhìn kiểu cô lắng 
nghe câu trả lời của tụi em, nên tụi em không tập trung 
trả lời không được đâu ạ. 

supportive eye 
contact; perceived 
attentiveness; 
increased focus 

attentive 
instructional 
presence 

attentive and 
responsive 
nonverbal cues 
promote student 
focus and 
engagement 

Whenever she do her lectures, she always looks 
straight at us, not in a fierce way. She looks at us like 
she is listening to our answers, so we have no choice 
but stay focused. 

 

To enhance trustworthiness, peer checking was conducted in which the second researcher reviewed 
the coding scheme and theme definitions. 

3. Finding and Discussion 

3.1. Nonverbal cues and first impressions of EFL teachers 

The survey findings show that students generally had positive views on teacher nonverbal cues 
during the first encounters, with all seven items scoring above the scale midpoint (Table 4). Confident 
posture was rated highest (M = 3.99, SD = 0.984), followed by outfit neat (M = 3.91) and smile (M = 
3.84). These findings align with research showing that kinesic cues and appearance strongly influence 
initial judgments (Burgoon et al., 2021) and can reduce early anxiety in language classrooms. 

Interview data reinforced these survey patterns. As a student shared that the teacher “…bước vô 
rất là tự tin luôn. Cô cũng cười tươi lắm á, cô chào cả lớp, tự nhiên em cũng kiểu cảm thấy bớt bồn 
chồn.” (…walked in very confidently. She also smiled and greeted the class, somewhat making me 
feel less nervous), indicating that the calming effect of confident posture. Especially, all 12 informants 
mentioned that the teacher’s warm smile made them feel “được chào đón” (welcomed), highlighting 
the immediacy effect of positive facial expressions. 

 



197 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Quoc, C. P., & Manao, A. P. (Teacher nonverbal cues and student first impressions in…..) 

Table 4.  Summary of student evaluations on first-impression nonverbal cues 

Nonverbal Cues N Min Max Mean Std. Deviation 
Smile 97 1 5 3.84 1.017 
Hand gesture 97 1 5 3.76 1.116 
Standing confidently 97 1 5 3.99 0.984 

Eye contact 97 1 5 3.78 1.129 
Comfort distance 97 1 5 3.82 1.127 
Outfit neat 97 1 5 3.91 1.061 
Punctuality 97 1 5 3.79 1.099 

 

Other cues such as comfortable distancing (M = 3.82), punctuality (M = 3.79), and eye contact (M 
= 3.78) were also evaluated favorably. These cues signaled attentiveness and respect, consistent with 
proxemic and oculesic principles. Short interview responses supported this interpretation, with one 
student sharing that eye contact made them feel “mình được lắng nghe” (being listened to), suggesting 
enhanced learner agency. 

Although hand gestures had the lowest score (M = 3.76, SD = 1.116), students still recognized 
their instructional value. One student commented, gestures helped them “không tập trung cũng không 
được” (could not help but pay attention). 

Table 5.  High ratings (4–5) of nonverbal cues across majors 

Nonverbal Cues IT/SE (%) Law (%) Marketing (%) PR (%) 
Smile 46.2 68.0 56.5 73.9 
Hand gesture 42.3 64.0 56.5 73.9 
Standing confidently 50.0 68.0 73.9 82.6 

Eye contact 46.2 60.0 56.5 78.3 
Comfort distance 57.7 64.0 56.5 78.3 
Outfit neat 50.0 68.0 56.5 87.0 
Punctuality 38.5 76.0 47.8 82.6 

 

Despite the variations shown in Table 5, several cross-major patterns highlight how students 
interpret instructors’ nonverbal cues through discipline-specific norms when interpreting nonverbal 
cues. Public Relations students rated nonverbal indicators the highest, especially neat appearance 
(87%) and confident posture (82.6%), which is consistent with the strong focus on impression 
management and interpersonal communication in their field. Law students, in contrast, placed greater 
importance on punctuality and professional demeanor, reflecting the norms of authority and structure 
associated with legal education. Marketing students tended to value a confident and engaging presence 
rather than strict time discipline, which suggests a preference for dynamic gestures and expressive 
movement that signal energy. 

Meanwhile, IT/Software Engineering students reported the lowest overall ratings, yet interview 
responses reveal that they still appreciated warmth and clarity, particularly when these cues differed 
from the more formal and distant communication styles common in their technical courses. As one 
student remarked, “Vô lớp tiếng Anh thì cô lúc nào cũng tươi cười vui vẻ, còn mấy thầy cô dạy chuyên 
ngành thì thôi khỏi bàn tới, nhìn thầy cô lúc nào cũng căng” (In English class, the teacher is always 
smiling and happy, but the teachers who teach technical courses are usually not. Looking at instructors 
of my major constantly makes me tense), which highlights how even students with lower ratings 
continue to rely on immediate nonverbal signals to assess teacher approachability. 

The findings show that confident posture, neat appearance, and smiling were the most influential 
nonverbal cues in shaping students’ first impressions, consistent with Teacher Immediacy Theory 
(Burgoon et al., 2021) and recent L2 studies (Dewaele & Dewaele, 2020; Hu & Wang, 2023). 
Interview data highlighted that warm smiles and confident classroom entrances immediately created 
a sense of welcome and reduced tension, confirming that kinesic and appearance cues are crucial for 
early teacher-student rapport in EFL classrooms (Kashem, 2019; Kesevan et al., 2020; Nong, 2025; 
Oliver et al., 2022). 



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Cross-major differences reflected clear disciplinary patterns. PR students gave the highest ratings 
to expressive behaviors, showing their sensitivity to interpersonal cues and social presence. Marketing 
students also valued confident gestures and sustained eye contact, emphasizing persuasive and 
engaging communication. Law students, in contrast, rated punctuality and structured presentation 
higher, consistent with the norms of authority-focused disciplines. IT/SE students gave generally 
lower ratings but still responded positively to warmth and attentiveness, which differed from the 
formal style of their technical courses. These results suggest that students’ interpretations of teacher 
immediacy depend on disciplinary culture. Therefore, teacher training should include nonverbal 
immediacy skills and guidance on adapting behaviors to different student groups to support positive 
classroom interactions and motivation. 

3.2. Nonverbal cues of English teachers and student motivation in EFL classrooms 

Table 6 presents all cues received average scores above the midpoint (3.0), suggesting that students 
viewed these cues as generally helpful in creating a supportive classroom environment. In particular, 
standing confidently received the highest rating (M = 3.87, SD = 1.124), followed by neat appearance 
(M = 3.80) and smiling (M = 3.76). These results suggest that confident posture, professional 
presentation, and friendly expressions play a central role in shaping learners’ motivation. Other cues 
such as maintaining a comfortable distance, making eye contact, and punctuality were also viewed 
positively, reinforcing that attentiveness and respect help create a supportive learning climate. 
Although hand gesture received the lowest mean (M = 3.68), it was still seen as a useful part of 
classroom communication. 

Table 6.  Teacher nonverbal cues influencing student motivation and comfort 

Nonverbal Cues N Minimum Maximum Mean Std. Deviation 
Smile 97 1 5 3.76 1.153 
Hand gesture 97 1 5 3.68 1.142 
Standing confidently 97 1 5 3.87 1.124 
Eye contact 97 1 5 3.75 1.182 
Comfort distance 97 1 5 3.76 1.116 
Outfit neat 97 1 5 3.80 1.086 
Punctuality 97 1 5 3.75 1.146 

 

When examined across four majors, the motivational impact of nonverbal cues showed distinct 
patterns, but several consistent tendencies emerged. As presented in Table 7, Public Relations (PR) 
students consistently gave the highest ratings for all seven cues that improved their motivation and 
comfort in English classes. In particular, more than 78% of PR students rated smile, standing 
confidently, eye contact, outfit neatness, and punctuality as contributing positively to their motivation 
and comfort in class. Especially, standing confidently (82.6%) stood out, showing PR students’ strong 
attention to body language, a key aspect of their discipline. Their responses in the interviews supported 
this, emphasizing the role of interpersonal presentation. One student remarked “Cách cô giao lưu với 
lớp, đi lại trong lớp thoải mái tự tin làm em rất là ưng bụng. Cảm thấy kiểu như cô có năng lượng 
tích cực nên muốn học liền liền”, (The way my teacher communicates with us effectively and walks 
comfortably and confidently around classroom makes me very satisfied. I feel like she has positive 
energy, which make me want to study right away). 

Table 7.  High ratings (4 – 5) for motivational impact of nonverbal cues across academic majors 

Nonverbal Cues IT/SE (%) Law (%) Marketing (%) PR (%) 
Smile 50.0 56.0 65.2 82.6 
Hand gesture 46.2 60.0 60.9 69.6 
Standing confidently 53.8 64.0 69.6 82.6 
Eye contact 50.0 56.0 69.6 73.9 
Comfort distance 53.8 60.0 60.9 78.3 
Outfit neat 46.2 60.0 65.2 78.3 
Punctuality 38.5 60.0 60.9 78.3 

 

Marketing students showed similar patterns with relatively high ratings at 69.6% for both confident 
posture and eye contact. Their interview data that confident and expressive body language made the 



199 English Language Teaching Educational Journal   ISSN 2621-6485 

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teacher appear more persuasive and trustworthy, a perception that echoes marketing principles of 
credibility and audience engagement. A student noted that the teacher’s sustained eye contact signaled 
genuine listening, which helped maintain focus during lessons. 

Law students expressed moderate but consistent appreciation for most nonverbal cues, with 
punctuality standing out at 60%. While not the highest among all groups, this figure suggests that Law 
students value time management and teacher reliability. Their interview examples often connected 
punctuality and systematic lesson flow with reduced uncertainty, supporting literature that links 
consistent teacher behavior with a sense of security and preparedness. 

“Có hai việc mà em thấy làm rất là okay là: vào lớp, ra chơi đúng giờ và dạy bài không bị 

cháy giáo án. Kiểu em biết được là mình sẽ làm gì học gì, trình tự như thế nào trong lớp khiến 

em an tâm hơn khi học lớp cô.” 

(There are two things that my teacher does really well: entering class and taking breaks 

punctually and managing to complete each section of a lesson on time, no delays, no overtime. 

You know, when I know what I will be doing, what I will be learning, in a certain order, makes 

me feel more secure.) 

Compared to other majors, students in Information Technology/Software Engineering gave the 
lowest overall ratings. However, interview data reveal that nonverbal cues, especially a friendly smile, 
were still appreciated by these students. Students frequently contrasted the warm demeanor of English 
teachers with the more distant communication style of their technical instructors. As one student 
explained: 

“Thường thầy cô dạy chuyên ngành của tụi em, em thấy, sao mà khô khan lắm, hiếm khi nào 

có thầy cô cười đùa với sinh viên. Cô lớp tiếng Anh thì khác, lúc nào cô cũng cười tươi, kiểu 

thấy dễ chịu lắm ạ, thấy mình học nó nhẹ nhàng thoải mái lắm luôn á.” 

(I usually find the teachers who teach our specialized courses so dry, rarely do they laugh and 

joke with the students. My English teacher is different. She always smiles brightly, which 

makes me feel very comfortable, and I find it very easy and comfortable to learn.) 

These reflections suggest that while IT/SE students may not consistently rate nonverbal cues as 
highly as others in surveys, they still respond positively to them in practice. In particular, a warm and 
open demeanor of English teachers helps create a more comfortable classroom atmosphere, which 
may be especially impactful for students who are used to more formal or distant teacher–student 
interactions in their core subjects. These accounts support the argument that immediacy behaviors 
may be particularly impactful for students who are accustomed to formal or less interactive academic 
environments. 

Teacher nonverbal behaviors strongly influenced students’ motivation and comfort. Confident 
posture, neat appearance, and smiling were particularly impactful, suggesting that professional 
presence combined with warmth encourages engagement. Other behaviors, such as eye contact, 
respectful distance, and punctuality, also fostered a positive classroom climate, supporting findings 
that immediacy cues reduce anxiety and enhance participation in EFL settings (Hu & Wang, 2023; 
Tikochinski et al., 2025). Hand gestures were less prominent but still contributed to communication 
clarity. 

Differences across disciplines revealed how students interpret nonverbal cues through their field-
specific expectations. PR students responded most strongly to all cues, reflecting sensitivity to 
interpersonal and visual behaviors. Marketing students favored expressive and confident behaviors, 
linking them to persuasion and engagement. Law students highlighted punctuality and structured 
delivery, emphasizing reliability and order. IT/SE students rated cues lower overall but valued warmth 
and attentiveness, contrasting with the more formal style of their technical instructors. These patterns 
align with Teacher Immediacy Theory (Burgoon et al., 2021) and reinforce prior research showing 
that immediacy supports engagement, particularly when students experience more formal or distant 
teaching in their discipline (Fallah, 2014; Yuan, 2024). The findings imply that nonverbal 



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 Vol. 8, No. 3, December 2025, pp. 192-204 

 Quoc, C. P., & Manao, A. P. (Teacher nonverbal cues and student first impressions in…..) 

communication should be emphasized in teacher training and EFL curricula, with attention to 
disciplinary expectations to maximize motivation and comfort. 

4. Conclusion 

This study investigated the nonverbal cues that students identify as the key to creating a positive 
first impression of English teachers, as well as how those cues influence students' motivation comfort 
in EFL classrooms. The findings contribute to the growing literature on teacher immediacy and early 
classroom perception by showing that students rely on a consistent set of cues, such as smiling, eye 
contact, and confident posture, while also interpreting them through discipline specific norms. This 
extends existing research by illustrating how cultural and institutional contexts influence student 
expectations of professional presence in EFL settings. 

These findings highlight important pedagogical considerations, suggesting that teacher training 
should address nonverbal communication to foster student engagement and a positive classroom 
atmosphere. Training modules that focus on posture, eye contact, spatial cues, and classroom presence 
can strengthen relationship building, especially in institutions where students are accustomed to 
formal or distant instructional styles. For technical universities integrating interpersonal 
communication components into EFL courses can help reduce anxiety and promote a more supportive 
learning environment. 

Building on these findings, future research could incorporate classroom observations to triangulate 
self reported data and capture nonverbal cues in real time. Including variables such as teacher gender, 
student gender, and prior language learning experience would deepen the analysis of how nonverbal 
cues are interpreted in different contexts. Longitudinal designs could also clarify how student 
perceptions evolve over a semester, offering richer insights into the role of nonverbal communication 
in sustained engagement. 

In conclusion, this study underscores the importance of nonverbal cues in shaping the first teacher 
student interactions and suggests that strengthening teacher awareness of these cues may enhance 
classroom motivation and comfort, particularly within technical university environments.  

 

Acknowledgment 

The authors would like to express sincere gratitude to all the students who participated in this study.

  

Declarations 

Author contribution : Cuong Phan Quoc served as the main lead of the research project and 
was responsible for the study design, data collection, transcription, 
data analysis, and initial drafting of the manuscript. Angelica 
Puspasari Manao supported the drafting process and contributed to 
revising and refining the manuscript. Both authors approved the final 
version of the manuscript. 

Funding statement : This research received no specific grant or funding from any agency. 

Conflict of interest : We declare that there are no competing interests. 

Ethics Declaration : The author acknowledges that this work was conducted in 
accordance with ethical research standards and complies with the 
regulations of the university. Permission was obtained from the 
relevant institute prior to data collection. The author supports ELTEJ 
in maintaining high standards of personal conduct and upholding 
honesty in all professional practices and endeavors.   

Additional 
information 

: No additional information is available for this paper. 

 

 



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	1. Introduction
	1.1. First impressions and nonverbal communication in EFL classrooms
	1.2. Frameworks for understanding nonverbal communication
	1.3. Effects on student motivation and comfort

	2. Method
	2.1. Participant background
	2.2. Research design
	2.3. Data collection
	2.4. Data analysis

	3. Finding and Discussion
	3.1. Nonverbal cues and first impressions of EFL teachers
	3.2. Nonverbal cues of English teachers and student motivation in EFL classrooms

	4. Conclusion
	Acknowledgment


