Human communication is classified into two types, namely verbal communication, and nonverbal communication (NVC). These two modes of communication support each other. However, the relevance of NVC's involvement in communication is sometimes neglected. The purpose of this study was to determine the level of NVC practice of Arabic teachers in "lughatul fasli" (LF), the most important NVC channel used by teachers in LF, students' understanding of LF, and the relationship between the level of teacher NVC practice in LF and students' understanding of LF. The study used a cross-sectional survey study design and used the questionnaire as an instrument of study. The sample consisted of 416 out of 3433 year-five students from elementary schools in Rembau district, Negeri Sembilan, Malaysia. The sample is chosen using a stratified random sampling procedure. The obtained data were analyzed using descriptive statistics and Pearson's correlation test inference statistics. The findings revealed that teachers employ NVC in LF frequently (M = 4.02, SD = 0.47). Students have a moderate-high understanding of LF (M = 4.92, SD = 0.57). The relationship between these two variables was determined to be significant and positive, with coefficient values of r = 0.74 and sig =0.01 (p 0.05). In this light, NVC practices in LF should be increased and prioritized to boost communication between teachers and students. Therefore, students' positive attitudes towards Arabic as a foreign language will encourage interest and drive them to learn Arabic.
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