Bridging the Gap: Nonverbal Communication in Job Interviews and Implications for EFL Pedagogy

This study examined the pivotal role of nonverbal communication in job interview outcomes through a comparative analysis of perceptions between job applicants (n = 200) and hiring managers (n = 75) across five critical domains. Using a mixed-methods research design that incorporated both quantitative surveys and qualitative insights, the investigation revealed substantial disparities in how these two groups understand and utilize nonverbal cues in professional settings. The findings demonstrated statistically significant differences (p < .0001) across all measured dimensions, with hiring managers exhibiting markedly greater awareness and interpretive sophistication regarding nonverbal signals compared to applicants. Most notably, the domain of symbolism and interpretation showed the largest effect size (d = 1.01), indicating that hiring managers attribute considerably more evaluative weight to nonverbal behaviors like professional attire, posture, and vocal modulation than applicants anticipate. Similarly, pronounced gaps emerged in awareness and training (82% of managers vs. 64% of applicants reporting adequate preparation) and virtual interview challenges (80% vs. 68% recognition of difficulties). These disparities were particularly pronounced in cross-cultural contexts, where applicants demonstrated a less consistent understanding of culturally contingent nonverbal norms (SD = 1.0 vs. 0.8 for managers). The study's implications extend directly to English as a Foreign Language (EFL) education, where teachers play a crucial role in bridging these communication gaps. By implementing integrated training that combines linguistic proficiency with nonverbal fluency - including cultural semiotics, virtual presence optimization, and professional presentation skills - EFL educators can significantly enhance students' interview readiness. The findings advocate for curriculum reforms that address both verbal and nonverbal dimensions of professional communication, particularly in preparing students for the multimodal demands of global job markets. Future research should explore the longitudinal impact of such training interventions on actual hiring outcomes while examining sector-specific variations in nonverbal expectations across different industries and cultural contexts.