This study investigated the relationship between nonverbal forms of expression, principally gestures, and L2 private speech (vocalized forms of speech for the self that function metacognitively to help the learner plan, guide, and monitor a course of activity) through the use of both a recall and picture narration task. Nonverbal elements were found to illuminate the private speech they accompanied; moreover, gestures were found in and of themselves, that is, with no verbalization, to act in a self-regulatory capacity after brief pauses, implying a possible connection to inner speech. The study also suggests possible cross-cultural and proficiency differences for the use of self-regulatory nonverbal forms. Overall, a strong connection between cognition and affective/volitional concerns is brought out: learners' strategic efforts are demonstrated to be of an embodied nature.