embodied-cognition
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- PaperOpenAlex — TESOL research22 Jul 2026
Second language embodiment in actor training through mindful practice
Kristýna Zinková
Applied Practice as Research with EAL acting students to explore how a second language can become disembodied and affect performative authenticity. Found that training linguistic awareness through mindful practices like Dialogical Acting enhances second language embodiment. Supports integrating deep linguistic embodiment into multilingual acting curricula.
Original abstract
At the turn of the twenty first century, the Embodied Cognition Theory emerged, positing that human cognition, including language, is inherently embodied. This theory suggests that even imagining movement can activate muscles similarly to actual movement, highlighting the mind and body as an interconnected system. However, it raises a question: are second languages also embodied? While this theory has intrigued performative sciences, more rigorous research is required. To investigate this matter, I applied Practice as Research as part of my Master’s Thesis at the Academy of Performing Arts in Prague. Working with EAL acting students,I explored how, or why, a second language (English) can be “disembodied” and how this affects performative authenticity. My findings revealed that linguistic awareness may be a vital tool for enhancing performance. The research incorporated the Academy's practice Dialogical Acting with The Inner Partner, investigating how well awareness can be trained in order to increase the embodiment of a second language. By fostering awareness in second-language acquisition, including sound and rhythm in life-like situations, performers can deepen their understanding of linguistic systems and enhance their personal linguistic capabilities. This research supports integrating deep linguistic embodiment into multicultural and multilingual acting curricula, offering a pathway to more authentic performances.
- PaperLanguage Teaching Research17 Jul 2026
When Does it Really Matter? Exploring the Conditions under which Gestures Affect Students’ Language Recall, Pronunciation Accuracy, and Cognitive Load in the EFL classroom
Ying Wang
This study investigated the conditions under which gestures effectively support EFL learning through three experiments with university-level learners. Results showed that gestures enhance recall and pronunciation accuracy when they are iconic, actively imitated, and temporally aligned with speech, while misaligned gestures increase cognitive load. Findings highlight the need for deliberate integration of meaningful, well-timed gestures in both human and AI-mediated language instruction.
Original abstract
Gestures are widely recognized as an integral aspect of multimodal communication and language learning. However, the conditions under which they effectively support learning remain unclear. This study investigated when gesture matters in English as a foreign language (EFL) learning through three controlled experiments. Experiment 1 (3 × 2 design) examined the effects of gesture type (iconic, deictic, metaphoric) and production mode (human tutor vs. virtual agent). Experiment 2 compared gesture engagement (watch vs. imitate), while Experiment 3 tested gesture timing (synchronous, gesture-first, misaligned). University-level EFL learners participated in 30-minute instructional sessions, with outcomes measured in language recall, pronunciation accuracy, and cognitive load using multivariate analysis of covariance. Results showed that gesture enhances learning selectively rather than uniformly. Higher recall and pronunciation accuracy were observed when gestures were iconic, actively imitated, and temporally aligned with speech. Misaligned gestures increased cognitive load and reduced performance. Differences between human tutors and virtual agents were present but modest. These findings extend embodied cognition by demonstrating that gesture effectiveness depends on the alignment of representational clarity, learner engagement, and gesture-speech timing. The study highlights the need for deliberate integration of meaningful and well-timed gestures in both human and language instruction mediated by artificial intelligence (AI).