Abstract:

Introduction:
Previous studies have reported that gestures facilitate second language (L2) learning and production (e.g., Krauss, 1998; Sato, 2020; Zhang & Jing, 2025). However, it is important to note that individual differences in gesture production have been observed (e.g., Canarslan & Chu, 2024; Chu, Meyer, Foulkes & Kita, 2014). In recent years, the effectiveness of personalized learning has gained widespread recognition (e.g., Plooy et al., 2024).The purpose of this study is to verify the influence of individual differences in gesture production on the facilitative effects of gestures in L2 speech. This aims to utilize the facilitative role gestures play in L2 speech production and contribute to the development of more effective learning methods tailored to individual characteristics.

Methods and Participants:
Twenty-seven undergraduate and graduate students (13 females, 13 males, 1 other) whose L1 was Japanese and who were learning English as an L2 participated in the experiment.

Procedure:
A silent animated cartoon divided into four sequential sections was used.
Participants watched a movie on a monitor and narrated its contents to their most familiar person, imagining them watching via a webcam-style setup.
In Section 1, they narrated the first part naturally in L1, with no instructions regarding gestures. From Section 2 onward, they narrated in English, assuming the intended listener was an English speaker. Sections 2–4 were each assigned to one of three conditions in a randomized order: gesture (produce as many gestures as possible), tapping (rhythmically tap the desk with both hands), or ordinary (narrate as usual but in L2).

Results and Discussion:
First, it was examined whether representational gestures were produced in Section 1 (L1 neutral condition), in which participants narrated in their L1 without gesture instructions. Representational gestures refer to gestures that convey abstract or concrete speech content through hand shape or movement (e.g., Canarslan & Chu, 2025). Video analysis showed that 16 of the 27 participants produced representational gestures, whereas 11 did not, indicating individual differences in gesture generation.

Next, in the gesture condition, where participants narrated in L2 with explicit instructions to produce gestures, it was examined whether representational gestures were produced at least once. Fifteen participants produced gestures in both L1 neutral and L2 gesture conditions, one produced gestures only in L1 neutral condition, seven produced gestures only in L2 gesture condition, and four produced gestures in neither condition. A McNemar test revealed a significant difference (χ²(1) = 4.5, p = .034), indicating that gesture production in L1 neutral condition tended to be associated with gesture production in L2 gesture condition.

These results suggest that individuals who do not typically produce gestures may find it difficult to generate them during L2 speech, potentially increasing cognitive load and disrupting speech production. However, this pattern may also reflect failure to follow the gesture instructions. To further examine individual differences in gesture production and its facilitative effects in L2 speech, more detailed analyses, including speech fluency across the three L2 conditions (gesture, tapping, ordinary), are planned.

Keywords:

Language Learning, Speech, Gesture.