Miss. Kheidri ZinebMiss. Hayat Kireche2025-07-142025-07-142025-07-14https://repository.univ-msila.dz/handle/123456789/47057ABSTRACT The present study attempts to investigate the impact of teachers' non-verbal communication on EFL primary school pupils’ engagement, focusing on 4th-grade classrooms in Bousaada. Knowing that non-verbal communication cues such as gestures, facial expressions, eye contact, and body language play a crucial role in classroom interactions, the study aims to explore how these cues by teachers affect and enhance pupil engagement in English as a Foreign Language (EFL) classrooms. In order to achieve the objectives of this study, a mixed methods approach was employed. Questionnaires for both teachers and pupils of 4th-grade classrooms, semi-structured interviews directed to teachers, and a classroom observation checklist were used as research tools in order to collect enough data. All data were analyzed both quantitatively and qualitatively. The findings demonstrate that teachers’ non-verbal behaviors have a positive effect on EFL primary school pupils’ engagement. In other words, there is a positive correlation between teachers’ non-verbal communication and pupils’ engagement levels. As a result, some suggestions and recommendations are offered to help teachers to be more aware and familiar with the use of NVC strategies to make their pupils more engaged in classroom.enKey concepts : Non-verbal communicationpupils’ engagementEFL pupilsprimary educationEFL.Thesis