The Impact of Multisensory Language Teaching on Young English Language Learners’ Achievement Reading Skills

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Çelik Korkmaz Ş., Karatepe Ç.

Novitas-Royal, vol.12, no.2, pp.80-95, 2019 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 12 Issue: 2
  • Publication Date: 2019
  • Journal Name: Novitas-Royal
  • Journal Indexes: TR DİZİN (ULAKBİM)
  • Page Numbers: pp.80-95
  • Bursa Uludag University Affiliated: Yes

Abstract 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 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 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