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Abstract Given their easy accessibility and dual‐channel model of content presentation, instructional videos have become a favoured tool for EFL vocabulary learning tool among many students. Teachers often use various nonverbal behaviours to elicit social reactions and guide learners' attention in instructional videos. The current study conducted three eye‐tracking experiments to examine the circumstances under which a teacher's happy facial expressions are beneficial in instructional videos, with or without pointing gestures and mouse pointing. Experiments 1 and 2 demonstrated that the combination of happy facial expressions and pointing gestures attracted learners' attention to the teacher and hindered students' learning performance, regardless of the complexity of slides. Experiment 3 showed that in instructional videos with complex slides, using happy facial expressions along with mouse pointing can enhance students' learning performance. Teachers are advised to show happy facial expressions and avoid using pointing gestures when designing instructional videos. Practitioner notes What is already known about this topic Given easy accessibility and dual‐channel model of content presentation, instructional videos have become a favoured tool for EFL vocabulary learning. When teachers record instructional videos while standing alongside slides, they often use nonverbal cues to support their speech. Teachers' social and attentional cues interactively influence students' learning processes and performance. What this paper adds A teacher's happy facial expressions evoke more positive emotions and greater motivation in learners compared to bored expressions. A teacher's pointing gestures, when combined with happy facial expressions, divert students' attention away from slides and towards the teacher. A teacher's happy facial expressions enhance students' learning performance when no pointing gestures are used in videos with simple slides. Implications for practice/policy Teachers are advised to display happy facial expressions and avoid using pointing gestures in instructional videos, regardless of the complexity of the slides. Practitioners should consider how to incorporate teachers' facial expressions pointing gestures and mouse pointing effectively.
Pi et al. (Wed,) studied this question.