The Impact of Multi-Sensory Language Teaching on Young English Learners' Achievement in Reading Skills

Y

16

English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Multisensory Learning; Reading Achievement; Elementary School Students; Control Groups; Experimental Groups; Reading Tests; Pretests Posttests; Electronic Publishing; Language Teachers; Teacher Attitudes; Diaries; Student Attitudes; Scores; Learning Experience; Foreign Countries

1307-4733

The present study aimed to investigate the effects of multisensory language teaching on 4th graders' achievement in English reading skills. Two intact groups were selected for the treatment: a control group which was taught through mainstream education, and an experimental group which was taught through MSLT including a variety of pictorial, auditory, and manipulative materials to be used in several game-like reading activities such as matching, sticking, and coloring for a six-week period. The main data source was a 24-item reading achievement test. It was administered three times (pre-, post- and delayed post-tests). Besides, a semi-structured interview with the co-operating teacher, her blog entries and the pupils' diaries were presented as qualitative data. Initially no statistically significant difference between the groups' pre reading achievement test scores had been found. However, both the Mann-Whitney U test results of the post-test and the independent samples t-test results of the delayed post-test revealed statistically significant differences in favor of the experimental group. Based on the findings of the study, it can be inferred that learning through multi-sensory materials have not only made a long lasting impact on the learning experience, but also made learning more concrete and enjoyable; thus, it is more memorable.

As Provided

38

2018

EJ1195281