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Journals / Novitas-Royal / 2018 / Cilt: 12 - Sayı: 2

The Impact of Multi-sensory Language Teaching on Young English Learners’ Achievement in Reading Skills

Çok Duyulu Dil Öğretiminin Öğrencilerin İngilizce Okuma Becerisindeki Başarısına Etkisi

Şule ÇELİK KORKMAZ
Çiğdem KARATEPE
Pages
80–95
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Based on the findings of the study, it can be inferred that learning throughmulti-sensory materials have not only made a long lasting impact on the learningexperience, but also made learning more concrete and enjoyable; thus, it is morememorable

📌 3 Key Takeaways

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Objective & Hypothesis:The present study aimed to investigate the effects of multisensory languageteaching on 4th graders’ achievement in English reading skills.
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Key Findings & Data:Two intact groups wereselected for the treatment: a control group which was taught through mainstreameducation, and an experimental group which was taught through MSLT including avariety of pictorial, auditory, and manipulative materials to be used in several gamelike reading activities such as matching, sticking, and coloring for a six-week period.The main data source was a 24-item reading achievement test.
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Conclusion & Impact:Based on the findings of the study, it can be inferred that learning throughmulti-sensory materials have not only made a long lasting impact on the learningexperience, but also made learning more concrete and enjoyable; thus, it is morememorable
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The present study aimed to investigate the effects of multisensory languageteaching on 4th graders’ achievement in English reading skills. Two intact groups wereselected for the treatment: a control group which was taught through mainstreameducation, and an experimental group which was taught through MSLT including avariety of pictorial, auditory, and manipulative materials to be used in several gamelike 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 administeredthree times (pre-, post- and delayed post-tests). Besides, a semi-structured interviewwith the co-operating teacher, her blog entries and the pupils’ diaries were presented asqualitative data. Initially no statistically significant difference between the groups’ prereading achievement test scores had been found. However, both the Mann-Whitney Utest results of the post-test and the independent samples t-test results of the delayedpost-test revealed statistically significant differences in favor of the experimentalgroup. Based on the findings of the study, it can be inferred that learning throughmulti-sensory materials have not only made a long lasting impact on the learningexperience, but also made learning more concrete and enjoyable; thus, it is morememorable

Özet

Bu çalışma çok duyulu dil öğretiminin 4. sınıf öğrencilerin İngilizce okuma becerisi başarısına etkilerini araştırmayı amaçlamıştır. Uygulama için iki dokunulmamış grup seçildi; normal eğitimle öğretilen kontrol grubu ve 6 hafta boyunca eşleştirme, yapıştırma ve boyama gibi oyun gibi birçok okuma aktivitelerinde kullanılan çeşitli görsel, işitsel ve dokunsal materyalleri içeren çok duyulu dil öğretimi yoluyla öğretilen deney grubu. Ana veri toplama aracı 24 maddelik bir okuma başarı testidir ve ön, son ve kalıcılık testi olarak üç kez uygulanmıştır. Ayrıca, işbirlikçi öğretmenle yapılan yarı-yapılandırılmış mülakat, onun blog yazıları ve öğrencilerin günlükleri nitel veri olarak sunulmuştur. İlk olarak gruplar arasında okuma başarısı skorları açısından istatiksel olarak hiçbir fark bulunmamıştır. Ancak, hem son testin Mann-Whitney U test sonucu hem de geciktirilmiş son testin bağımsız grup t-test sonucu deney grubu lehine istatiksel olarak anlamlı farklar göstermiştir. Çalışmanın sonuçlarına göre, şu anlaşılabilir ki çok duyulu materyallerle öğrenme sadece öğrenme deneyimine kalıcı bir etki sağlamakla kalmamakta aynı zamanda öğrenmeyi daha somut, eğlenceli ve böylece daha unutulmaz yapmaktadır

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Cite This Article

KORKMAZ, Ş. Ç., KARATEPE, Ç. (2022). The Impact of Multi-sensory Language Teaching on Young English Learners’ Achievement in Reading Skills. Novitas-Royal, Cilt: 12 - Sayı: 2, 80–95. https://ajindex.com/articles/584565

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