Purpose: This study aims to systematically analyze research trends concerning non-verbal communication within the field of Korean language education from a teaching and learning perspective, utilizing a scoping review methodology. By comprehensively synthesizing how non-verbal communication has been conceptualized and educationally applied in the context of Korean language pedagogy, this study seeks to map the existing research landscape. Furthermore, it aims to identify potential areas for future expansion and identify the current research gaps that require scholarly attention. Methods: This study was conducted based on the scoping review framework proposed by Arksey and O’Malley and further refined by Levac et al. The analysis targeted academic journal articles published between 2002 and February 2026, specifically focusing on those indexed in the Korea Citation Index (KCI) as accredited or candidate journals. An initial search yielded a total of 355 records. Following a multi-stage screening process governed by predefined inclusion and exclusion criteria, 23 articles were selected for final analysis. The selected literature was systematically coded and categorized based on the year of publication, research participants, research design, specific non-verbal communication elements addressed, and five distinct categories of teaching and learning research (T1-T5). Results: The analysis of research types revealed that the "Instructional proposal type" (T1) constituted the largest proportion, with 15 articles (65.2%). This was followed by the "Perception type" (T5) with 5 articles (21.7%), the "Learning performance type" (T2) with 2 articles (8.7%), and the "Assessment and feedback type" (T4) with 1 article(4.3%). Notably, no studies were identified within the "Verification of intervention effectiveness" (T3) (0%). Regarding the specific non-verbal communication elements addressed, body movements (21 articles), gestures (21 articles), and hand signals (19 articles) were the most frequently discussed. By contrast, elements such as posture (11 articles), gaze (14 articles), and facial expressions (13 articles) were examined relatively less frequently across the sampled literature. Conclusion: These findings demonstrate that while non-verbal communication research in Korean language education is successfully transitioning from conceptual discourse to practical instructional applications, a sufficient accumulation of systematic empirical evidence is still lacking. Accordingly, this study proposes three directions for future research: first, the design and empirical validation of intervention programs centered on non-verbal communication; second, the execution of research focusing on the assessment and feedback stages; and third, the explicit integration of non-verbal communication within teacher education and instructional design frameworks. This study is significant because it systematically maps the research landscape from a pedagogical perspective and establishes a robust academic foundation to guide future scholarly inquiries.

서 론
    1. 연구의 필요성
    2. 연구목적
연 구 방 법
    1. 연구설계
    2. 연구 절차
연 구 결 과
    1. 일반적 특성
    2. 교수 ‧ 학습 유형별 분석 결과
    3. 비언어 의사소통 요소별 분석 결과
논 의
결 론 및 제 언
REFERENCES

• 유정오(경남 이반성초등학교 교사) | Ryu Jung O (Teacher, Ibanseong Elementary School, Jinju, Korea) Corresponding author