This research seeks to analyze impact of nonverbal communication techniques to develop skills in learning of English as a Second Language (ESL) at an undergraduate level. While lacking in verbal communication, nonverbal communication such as head nods, shifting eyes, facial physiology, and body positioning, can assist in resolving communication interference. The research employed a survey technique and observation crossing a sample set of 100 English learners, aged between (18-24 years) at GC University Hyderabad, Sindh, Pakistan. Data is collected and analyzed. There is a strong hypothesis that the outcome of the research will emphasize the prevailing gaps within current ESL pedagogy frameworks that fail to meet by lacking a more pronounced focus on nonverbal communication. Such gaps will be noted and supported through the offered frameworks which research anticipate and assist English language teachers in refining their instruction and more broadly, instruction offered through ESL findings in GC University, Hyderabad. Research seeks to underline the nonverbal communication gaps to enrich the culturally appropriate language instructions offered.
Laghari et al. (Sat,) studied this question.