The purpose of the present study was, therefore, to investigate how Iraqi EFL teachers' non-verbal communication through teaching will affect their students' oral production achievements. Also, this study was an attempt to find out EFL students attitudes toward their teacher utilization of non-verbal communication in their classroom. To this end, 40 EFL learners after homogenizing through a proficiency test (OPT) were selected to participate in the study. In addition, 10 Iraqi EFL teachers who teach English at different language institutions in Baghdad city of Iraq took part in the study as well. The design of the study was a mixed-method approach and data were collected through pre- and post-test, questionnaire, and interview. The results of the study reveal that Iraqi EFL learners stablished very strong ties and connection with non-verbal behaviors of their teachers. The findings clearly exhibited that there is a highly consistent connection between EFL learners' ability of oral skills and their teacher willingness of non-verbal communication utilization. The results provide EFL teachers, educators, and policy makers, the teaching of English in a highly effective manner can be comprehended by students, as do curriculum developers, curriculum designers, and others.
