in: Teaching Practices and Equitable Learning in Children’s Language Education, Christina Nicole Giannikas, Editor, IGI Global, Pennsylvania, pp.151-170, 2021
This study aims to investigate the effects of multisensory vocabulary teaching (MSVT) on 4th-grade
learners’ English vocabulary knowledge. Accordingly, the experimental group was taught through
MSVT while the control group was given mainstream coursebook-based instruction. Both quantitative
and qualitative data collection instruments were used. The non-parametric Wilcoxon tests yielded statistically
significant differences regarding pupils’ vocabulary achievement in favor of the experimental
group both in the immediate post-vocabulary test and in the delayed post-vocabulary test. Furthermore,
content analysis of the learners’ diaries, teachers’ blogs, and interviews revealed mostly positive views
about learning words through MSVT compared to coursebook-based learning.