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Journal articles on the topic 'Multisensory language teaching approach'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Rashidova, Dildora. "MULTISENSORY APPROACH IN CREATING A COMMUNICATIVE SPACE IN TEACHING ENGLISH LANGUAGE." Frontline Social Sciences and History Journal 03, no. 01 (2023): 27–31. http://dx.doi.org/10.37547/social-fsshj-03-01-04.

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This paper provides a methodology for using progressive tools and methods of teaching a English language when using the language environment, and also takes into account the specific characteristics of virtual communication, which is a kind of creation and perception of text, including the anonymity of communication participants.

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Mirkina, Iu Z., and P. V. Enkuleva. "The multisensory approach to vocabulary skills development in young learners teaching." TIDINGS of the Baltic State Fishing Fleet Academy Psychological and pedagogical sciences (Theory and methods of professional education), no. 3(69) (October 2, 2024): 154–58. http://dx.doi.org/10.46845/2071-5331-2024-3-69-154-158.

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This article is devoted to the issue of the multisensory approach to foreign language teaching and developing vocabulary skills. The use of the multisensory approach at English classes implies acomplex activation of multiple sensory canals, which guarantees the better teaching performance. This article includes a set of tasks designed on the basis of the multisensory approach and also reveals the results of the pilot testing.

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Tatarnitseva, Svetlana, and Dana Gnatyuk. "Teaching Children with Dyslexia Reading in English in Artificial Language Environment." ARPHA Proceedings 5 (February 10, 2022): 1689–701. https://doi.org/10.3897/ap.5.e1689.

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The purpose of this research is to develop the techniques in teaching children with dyslexia to read in English and study their efficiency. The analysis is based on theoretical foundations of communicative, system-activity, and multisensory approaches in teaching foreign languages. The study was conducted in schools of Togliatti, the city in the Samara region in Russia. The sample comprised children aged 9-10 years with a diagnosed developmental phonological dyslexia, primary school foreign language teachers and speech pathologists. The process of acquiring reading skills in an artificial lang

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Kandikatla, Sherly, and Dr Ch Baby Prasuna. "A Study on Approaches for Effective Teaching of Basic Reading Skills to Children with Specific Learning Disability." International Journal of Research and Innovation in Applied Science X, no. VI (2025): 939–45. https://doi.org/10.51584/ijrias.2025.10060070.

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This study explores the multifaceted approaches to teaching basic reading skills, particularly focusing on approaches suited for students with specific learning disabilities. The study aims to understand and identify the most effective reading approach by examining seven different approaches: Phonics, Guided Reading, Linguistic, Language Experience, Multi-sensory, structural literacy and Science of Reading (SoR) Approach. Criteria have been defined to determine the effective approach. The Phonics method enhances sound-symbol recognition but may not foster reading comprehension effectively. The

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Et.al, Nurul Nabila Amirah Rostan. "The Use of Multisensory Technique in the Teaching Open Syllables Reading Skill for Preschoolers from a Teacher’s Perspective." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 820–28. http://dx.doi.org/10.17762/turcomat.v12i3.789.

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The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children’s reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher’s perspective towards the use of multisensory technique in a teaching lesson for 6-year-old pre-schoolers on reading open

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Rostan, Nurul Nabila Amirah, Hazhari Ismail, and Anis Norma Mohamad Jaafar. "The use of multisensory technique in the teaching open syllables reading skill for preschoolers from a teacher’s perspective." Southeast Asia Early Childhood Journal 9, no. 2 (2020): 155–65. http://dx.doi.org/10.37134/saecj.vol9.no2.11.2020.

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The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children’s reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher’s perspective towards the use of multisensory technique in a teaching lesson for 6-year-old preschoolers on reading open

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Huseynli, A. "EFFECTIVE TECHNIQUES FOR TEACHING ENGLISH VOCABULARY TO L2 STUDENTS." Slovak international scientific journal, no. 93 (March 12, 2025): 58–60. https://doi.org/10.5281/zenodo.15011180.

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Teaching English vocabulary to second language (L2) learners presents unique challenges, necessitating innovative and engaging pedagogical methods. This article explores four effective techniques: contextual learning through stories and dialogues, multisensory approaches, vocabulary journals, and interactive technology tools. Each method aims to enhance vocabulary acquisition while fostering a deeper understanding of language use in real-life contexts. Contextual learning through stories and dialogues is grounded in the idea that learners construct meaning from the language they hear and use i

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Bovshik, A., and S. Gaivoronskaya. "Storytelling in the Inclusive L2 Classroom." Linguistics & Polyglot Studies 8, no. 1 (2022): 80–93. http://dx.doi.org/10.24833/2410-2423-2022-1-30-80-93.

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This paper examines storytelling as a technology of teaching foreign languages with the help of fascinating stories in the inclusive environment. The relevance of developing inclusive education, i.e. integrating students with different individual characteristics (in particular, disabilities) into the learning process, is highlighted. In this regard, the concept of cognitive learning styles and Gardner’s theory of multiple intelligences are characterized as not quite suitable for the role of a general foundation of language teaching methodology in an inclusive classroom. Krashen’s Monitor Model

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Sukisno, Sukisno, Ninuk Lustyantie, and Uwes Anis Chaeruman. "CLIL-BASED MULTISENSORY INTENSIVE READING IN AN ESP PROGRAM." JURNAL BASIS 12, no. 1 (2025): 13–24. https://doi.org/10.33884/basisupb.v12i1.9457.

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This study aims to investigate the integration of a multisensory approach within a Content and Language Integrated Learning (CLIL) framework to enhance intensive reading skills among English for Specific Purposes (ESP) students. The theory of multisensory learning, which emphasizes engaging multiple learning modalities, informs the study. Data were collected from 25 pharmacy students at Universitas Muhammadiyah Kuningan, Indonesia. A qualitative case study design employed classroom observations, student interviews, and feedback surveys to evaluate the effectiveness of CLIL-based multisensory t

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Khasawneh, Mohamad Ahmad Saleem. "Adapting Multisensory Techniques for Dyslexic Learners in English Language Learning: A Case Study Approach." World Journal of English Language 14, no. 5 (2024): 553. http://dx.doi.org/10.5430/wjel.v14n5p553.

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This research investigated the effects of using multimodal teaching methods on the acquisition of English language skills in dyslexic students residing in the Asir area of Saudi Arabia. A quantitative study methodology was used to evaluate the language competency of 30 dyslexic learners before and after the application of the strategies. The learning outcomes were assessed by a comprehensive study that included paired t-tests, Pearson's correlation, multiple regression analysis, and ANCOVA. The findings demonstrated a substantial enhancement in students' performance after the intervention. Mor

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Mahmudah, Mahmudah. "The Use of Songs and Movement in Teaching Arabic for Early Grade Learners at Islamic Elementary Schools: A Systematic Literature Review." EDUKASIA Jurnal Pendidikan dan Pembelajaran 6, no. 1 (2025): 315–28. https://doi.org/10.62775/edukasia.v6i1.1427.

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Teaching Arabic to early grade students presents unique challenges, particularly in fostering motivation and building basic vocabulary. Learning media that combine elements of music and physical movement are considered promising in addressing these challenges, particularly in primary education, which emphasizes a multisensory approach. This study aims to systematically review the literature on the use of songs and movements as a medium for teaching Arabic in primary schools. A Systematic Literature Review (SLR) approach was used, guided by the PRISMA protocol, with sources drawn from Sinta and

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Žák-Caplot, Katarzyna. "Object-based learning w edukacji języków rzadziej nauczanych. Spojrzenie uczących się i nauczycieli." Języki Obce w Szkole 4, no. 2024 (2024): 93–103. https://doi.org/10.47050/jows.2024.4.93-103.

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Object-based learning (OBL), a multisensory and interdisciplinary education based on interaction with museum exhibits, follows an action-based approach, which is also popular in language teaching. This similarity makes it possible to create language projects in the museum, a space where the culture of a region is created daily. The research discussed in the article presents CLIL activities through the eyes of their participants indicating their needs and proposing solutions. It also focuses on activating foreigners through language learning to participate in foreign language culture.

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De Juan, Vida May T. "Multisensory Teaching-Learning Approach in Reading for Pupils at Risk of Dropping Out (PARDO)." University of Bohol Multidisciplinary Research Journal 3, no. 1 (2015): 48–59. http://dx.doi.org/10.15631/ubmrj.v3i1.22.

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The multisensory approach refers to any learning activity that combines two or more sensory strategies to take in or express information, and these have been particularly valuable in literacy and language learning. This study utilized a multisensory approach to reading to motivate visual, auditory, tactile, and kinesthetic (VAK) learners and assess the five-month reading intervention program for the pupils who are at risk of dropping out. It used documentary analysis, oral diagnostic tests for the Grade I Pupils At Risk of Dropping-Out (PARDO). Such was conducted on a one-on-one basis to asses

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Srivastava, Swati. "Effectiveness of Multisensory Approach of Teaching on English Language Reading Skills of young adult learners." Research Journal of Humanities and Social Sciences 10, no. 2 (2019): 646. http://dx.doi.org/10.5958/2321-5828.2019.00104.9.

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Musa, Lami Mukolu. "Enhancing Academic Performance in English Language Through Jolly Grammar Methods in Teaching Grammar." Kontagora International Journal of Educational Research (KIJER) 1, no. 1 (2024): 191–203. https://doi.org/10.5281/zenodo.11528086.

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<strong>Abstract</strong> <em>Jolly Grammar method is a systematic approach to teaching grammar skills, primarily aimed at children in primary school. It was developed by Sue Lloyd and Sara Wernham as a part of their Jolly Phonics programme, which teaches children to read and write through a multi-sensory approach. The</em> <em>Jol</em><em>ly Grammar method builds upon the phonics skills learned in Jolly Phonics and teaches children the rules and patterns of the English language. Drawing on a range of studies that explore various methodologies for improving grammar proficiency, this paper aims

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Alfiani, Dewina, and Khomarudin Khomarudin. "Developing CEFR-Based Digital Literacy Resources for Multisensory English Learning." English Education: Jurnal Tadris Bahasa Inggris 17, no. 1 (2024): 49. http://dx.doi.org/10.24042/ee-jtbi.v17i1.20934.

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Indonesia has the latest curriculum, namely the independent curriculum, whose learning is holistic and based on the CEFR level. However, in practice, the learning and teaching still uses traditional pedagogy that relies on the left brain and focuses only on grammar (linguistics). This fact is supported by evidence of a decline in the English proficiency index (EPI) in 2022 which shows that Indonesia is at a low level (ranked 81 out of 111 countries). In his latest research, Sudimantara (2021) develops a new pedagogy (Multisensorial Load Reduction Strategies) that activates the nonverbal compon

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FEDOROVA, O., Т. SEVERINA, L. ZAKRENYTSKA, and O. HANDABURA. "WAYS TO OVERCOME DIFFICULTIES IN TEACHING READING IN ENGLISH." Current issues of linguistics and translations studies, no. 27 (April 27, 2023): 129–34. http://dx.doi.org/10.31891/2415-7929-2023-27-30.

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The article justifies the importance of the practice of daily reading against the background of consumption of “quick” information from social networks, available video content and television. The relevance and urgency of the formation of reading skills is emphasized in view of the “Strategy for the development of reading for the period until 2032 “Reading as a life strategy”, approved by the order of the Cabinet of Ministers of Ukraine. The article is devoted to the characteristics of difficulties in learning to read in English and the description of ways to overcome them. The authors analyze

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Abd. Rahman, Hasan Basri, Helman Al-Qudish, and Mas'odi Mas'odi. "Literasi Linguistik dalam Pendidikan Inklusif untuk Pengembangan Kemampuan Berbahasa pada Anak Berkebutuhan Khusus." Mutiara : Jurnal Penelitian dan Karya Ilmiah 3, no. 1 (2024): 155–63. https://doi.org/10.59059/mutiara.v3i1.1997.

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Inclusive education plays an important role in ensuring that all children, including those with special needs, have equal opportunities to develop, especially in terms of language skills. This article describes the application of language skills in inclusive education as an approach to support the development of language skills in children with special needs (ABK). This study uses a literature approach by reviewing various literature on language skills, inclusive education, and language skills development in ABK. The results of the study indicate that language skills strategies such as multise

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Mirzayev, E. "UNITING TPR AND ECLECTIC METHODOLOGY TO MAXIMIZE PRONUNCIATION PROFICIENCY FOR UNIVERSITY STUDENTS." Znanstvena misel journal, no. 90 (May 27, 2024): 54–60. https://doi.org/10.5281/zenodo.11358355.

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This article explores the integration of Total Physical Response (TPR) and eclectic methodologies in pronunciation teaching for university students. It examines the effectiveness of combining these innovative teaching strategies to enhance phonological awareness and pronunciation accuracy. The study utilizes a mixed-methods approach, incorporating both quantitative and qualitative data to assess the impacts on student engagement, learning ease, and overall satisfaction. Results indicate significant improvements in students' pronunciation skills and heightened engagement in the learning process

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Nur Fitria, Tira. "English Language Teaching (ELT) for Special Needs Learners: Strategies for Speech Impairments Students." Teaching English as Foreign Language, Literature and Linguistics 5, no. 1 (2025): 11–20. https://doi.org/10.33752/teflics.v5i1.8790.

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This research describes English Language Teaching (ELT) for special needs learners for example speech impairment students. This study employs a library research method. The analysis shows that teaching English to students with speech impairments requires adaptive strategies to develop communication skills through non-verbal and assistive methods. Since verbal communication is challenging, alternative approaches like sign language, writing, and technology-based aids are essential. A multisensory approach involving sight, touch, hearing, and movement enhances comprehension, while multimodal tech

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Azzahro, Fatimah, and Hartini Salama. "Pembelajaran Bahasa Arab untuk Anak Usia Dini: Studi Kasus RA Al Akhyar Jakarta Selatan." AS-SABIQUN 7, no. 3 (2025): 463–75. https://doi.org/10.36088/assabiqun.v7i3.5684.

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This research is motivated by the limited number of studies on Arabic language learning for early childhood at the Raudhatul Athfal (RA) level. The purpose of this study is to explore Arabic language teaching methods in RA, with a specific focus on RA Al Akhyar in South Jakarta. The research employs a qualitative approach using a descriptive method. The research subjects were selected through purposive sampling. The chosen sample is Raudhatul Athfal Al Akhyar, located in East Cilandak, South Jakarta. Data were collected using observation and interview instruments. To understand teaching practi

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St Khotijah. "The Role of Storytelling Methods in Kindergarten Children's Language Skills." ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini 4, no. 2 (2025): 96–101. https://doi.org/10.58355/attaqwa.v4i2.125.

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This study aims to improve the ability to read the Qur'an of early childhood children in Usman Al-Farsy Plus Kindergarten through the application of the Wafa book method. This method uses the Quantum Teaching approach that integrates multisensory-based learning, such as songs, movements, and visual aids. This study uses the Classroom Action Research (CAR) model with the Kemmis and Taggart design, involving 22 children in group A as research subjects. The results showed a significant increase in the ability to read the Qur'an after the application of the Wafa book method. In the pre-cycle, only

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Hazaymeh, Wafa' A., and Mohamad Ahmad Saleem Khasawneh. "Exploring the Efficacy of Multisensory Techniques in Enhancing Reading Fluency for Dyslexic English Language Learners." World Journal of English Language 15, no. 1 (2024): 146. http://dx.doi.org/10.5430/wjel.v15n1p146.

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The research had age-related basic English language learners with dyslexia drawn from Abha City, the Kingdom of Saudi Arabia. The researchers were pursuing the question of the effectiveness of multimodal methods in building the reading fluency and comprehension of ELLs. Researchers implemented a quasi-experimental study with a random-assignment approach: the sample was divided between the experimental group and the control group of sixty students. The control group experiences learning through conventional instructional schemes. We used the pre-and post-test of reading to measure the fluency a

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Lim, Wai Wai, Kee Jiar Yeo, and Lina Handayani. "The perception of special education teacher in teaching students with dyslexia." International Journal of Evaluation and Research in Education (IJERE) 11, no. 2 (2022): 979. http://dx.doi.org/10.11591/ijere.v11i2.22476.

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<span lang="EN-US">Language learning is the biggest challenge for students with dyslexia. Therefore, special education teachers play a pivotal role in assisting students with dyslexia to mitigate any difficulties in their language learning process. This study explored the perception of special education teachers in terms of their experience, challenges faced, and strategies adopted to assist students with dyslexia in the learning process. A semi-structured interview session was conducted with three participants from three primary schools under the Special Education Integration Program (S

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Sri Zulfida, Zainal Rafli, Fathiaty Murtadho, and Mohammad Shahidul Islam. "Arabic Vocabulary Learning Strategies in Early Childhood: A Case Study at an Integrated Islamic Elementary School." An Nabighoh 26, no. 2 (2024): 269–86. https://doi.org/10.32332/an-nabighoh.v26i2.269-286.

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This study explores the strategies and methods for teaching Arabic vocabulary to young children at an Integrated Islamic Primary School (SDIT). The research analyzes how different teaching approaches affect vocabulary acquisition in early childhood education. A qualitative descriptive method was used, with data collected through classroom observations, in-depth interviews, and document analysis. The main strategies identified include visual and audio media, thematic approaches, repetition, and interactive games. The results highlighted that multisensory and Total Physical Response (TPR) method

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Zafiri, Makrina, Vassiliki Vakalopoulou, and Vassiliki Pliogou. "The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study." International Journal of Learning and Development 9, no. 4 (2019): 1. http://dx.doi.org/10.5296/ijld.v9i4.15724.

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In recent years, dyslexia has become an important issue in the field of foreign language teaching and learning. In this research we will explore dyslexia in connection to teaching and learning a foreign language. More particularly, in this research, we will be probing into the teaching of German as a foreign language. The purpose of this research is to investigate the effectiveness of the application of Differential Instruction, the application of the Grammar –Translation Method, the Audio-Visual Method, the Communicative Approach to language teaching as well as the Multisensory Method to a Gr

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Nagyné Nyikes, Natália. "Integrating Students with Specific Learning Differences in the EFL Classroom." Working Papers in Language Pedagogy 13 (December 1, 2019): 14–32. http://dx.doi.org/10.61425/wplp.2019.13.14.32.

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Within the EFL context, teachers’ awareness of inclusive methods undoubtedly contributes to ensuring the successful integration of students with specific learning differences (SpLD). While several studies have examined special needs students’ EFL learning problems, the topic of mainstream language teachers’ awareness and implementation of the possible methods that are recommended for use with SpLD learners has not been thoroughly examined. The aim of this study is to start filling this gap by exploring teachers’ awareness of the possible approaches to teaching special needs students in mainstr

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Auliya Ainul Jannah, Ihda, Erlina Erlina, and Fachrul Ghazi. "Implementation of Multisensory Strategies in Arabic Language Learning for Students with Phonological Disorders: A Literature Review." Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, no. 2 (2025): 243–59. https://doi.org/10.52593/klm.06.2.03.

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This study is a literature review aimed at identifying effective instructional strategies for teaching Arabic to students with phonological disorders. Although numerous studies have addressed Arabic language instruction and phonological therapy separately, the integration of the two remains limited. This research adopts a narrative literature review approach by analyzing scholarly articles published between 2020 and 2025, sourced from databases such as Scopus, Google Scholar, ScienceDirect, ResearchGate, and Garuda Kemdikbud. The findings indicate that multisensory strategies, phonology-based

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Astuti, Erma Hari Tri, Khilmah Khilmah, Titim Marlika, and Nila Sa'adah. "Pendidikan Bahasa Arab bagi Siswa Berkebutuhan Khusus Tuna Grahita di Madrasah Inklusi." INCARE, International Journal of Educational Resources 5, no. 5 (2025): 487–99. https://doi.org/10.59689/incare.v5i5.1084.

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Arabic language education for students with intellectual disabilities (ABK tunagrahita) in inclusive madrassas requires adaptive methods, effective media, and cross-stakeholder collaboration to achieve optimal outcomes. This study aims to analyze effective teaching methods, challenges faced by teachers, and the collaboration between teachers, parents, and therapists in teaching Arabic to ABK. Using a qualitative approach through literature reviews, the study found that individualization, multisensory, and demonstration methods are key to successful learning. Media such as flashcards, digital a

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., Cahyana, Cahyana Novi Dayawati, Muhammad Ghufran, Fikri Fauzian, and Khalimatu Rasyidah. "Implementing Orton-Gillingham Method in Developing Application for Learning Hijaiyah Letters for Intellectual Disability Student: A Brief Analysis." International Journal of Engineering & Technology 8, no. 1.9 (2019): 172–75. http://dx.doi.org/10.14419/ijet.v8i1.9.26397.

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Hijaiyah (Arabic) letters are the letter of Al Qurâ€™an and the language of Shalat. It is crucial to be able to read Hijaiyah letters for moslem. Unfortunately, learning to read Arabic is not an easy task for intellectual disability students. Their special circumstance obstruct them in performing intellectual functioning, and they need distinctive approach. However, that is not the case in Indonesia. Teaching Hijaiyah letters is usually conducted in conventional approach, and there are few researches that propose alternative method. This paper discuss principles in developing application and i

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Vinogradov, Patsy. ""Fingers, Eyes and Ears to Words": LESLLA teachers learn from dyslexia educators." LESLLA Symposium Proceedings 10, no. 1 (2015): 235–50. https://doi.org/10.5281/zenodo.8024443.

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In LESLLA classrooms all over the world, teachers focus much attention on reading instruction. Their students are beginning readers, tackling this challenging task in a new language. In the absence of a wide research base for LESLLA, teachers turn to related fields for guidance on the complexities of teaching struggling readers. In this study, several LESLLA teachers explored the field of dyslexia education, searching for insights to improve their literacy instruction. Both LESLLA learners and dyslexic children are grappling with reading an alphabetic print language. Both groups of students wo

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Lu, Lucia Y. "MOVIES: THE AESTHETIC INTERDISCIPLINARY DEVICE BRIDGING THE DIVERSITY GAP." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 1 (2015): 886–94. http://dx.doi.org/10.24297/jal.v6i1.5178.

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In the course of Exploring Social and Cultural Perspectives on Diversity, a course required for all students of education major, to enhance the teaching of the concepts of multicultural education, and the differentiation of culturally responsive strategies, the author as teacher educator and her students as teacher candidates supplement movies in this course conceptualizing pragmatics, semiotics and aesthetics into literacy education by inviting students of diversity to watch movies, talk about movies, write movies, and act movies. Pragmatics is the study of how language is used for communicat

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Rheamy, Baliber-Duallo. "VOCABULARY ACQUISITION IN DEAF EDUCATION: PEDAGOGICAL APPROACHES FOR SUPPORTING LEARNERS WITH HEARING IMPAIRMENTS." Cognizance Journal of Multidisciplinary Studies (CJMS) 5, no. 4 (2025): 1143–50. https://doi.org/10.47760/cognizance.2025.v05i04.040.

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Hearing impairment covers many conditions and degree ranging from being hard of hearing to complete absence of aural comprehension. Niemann, Greenstein & David (2004) describe the impact of a hearing impairment where a child can see people talking but cannot understand what is being said. This results in the child having difficulties understanding the world and in expressing personal needs, resulting in limited interactions and social isolation. Thus, it is important to identify the hearing impairment as early as possible; otherwise, the child will also miss out on important educational ex

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Zarina Megat Khalid, Puteri, Haddi @. Junaidi Kussin, and Noraini Zulkepli. "Challenges and Facilitators in the Instruction of ESL Reading Comprehension to Autistic Students." Arab World English Journal 15, no. 3 (2024): 18–30. http://dx.doi.org/10.24093/awej/vol15no3.2.

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This article examines the difficulties encountered by educators while instructing English as a second language reading comprehension to autistic individuals. Autism Spectrum Disorder is characterized by unique challenges in social communication and interaction, which also affect intellectual activities such as reading comprehension. The study is significant as it attempts to identify the critical factors for successful ESL reading comprehension instruction for autistic students. The study conducts an analysis of existing literature on the challenges faced by educators while teaching their auti

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Syahid, Abdul, Alvin Maulana, Muhammad Rafi Zidan, Ahmad Julianto, Rizki Novia Darma, and Ahmad Basahil. "Penggunaan Media Audiovisual dalam Pembelajaran Kosa Kata Bahasa Inggris pada Siswa SD." LANDMARK 2, no. 1 (2024): 103–10. http://dx.doi.org/10.37253/landmark.v2i1.8915.

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This research explores the benefits of using audiovisual media in learning English vocabulary at the primary school level. Conducted in the context of a community service activity involving 14 learners, the research shows that this approach can significantly improve student engagement and vocabulary recall. The multisensory stimulation of audio, video and images creates a dynamic and fun learning environment. The advantages involve flexibility of access, variety of teaching approaches, and more detailed evaluation of student progress. It was found that audiovisual media provides a more interac

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Bevz, Olena. "TRAINING EFL TEACHERS THROUGH LOOP INPUT IN METHODOLOGY SESSIONS." Problems of Modern Teacher Training, no. 2(26) (September 22, 2022): 28–35. http://dx.doi.org/10.31499/2307-4914.2(26).2022.267596.

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The article explores the loop input approach as a special type of experiential training in teacher education. The research, conducted with 21 EFL trainee teachers at the Faculty of Foreign Languages, Pavlo Tychyna Uman State Pedagogical University is aimed at studying trainee EFL teachers’ attitude towards loop input-based training in methodology sessions and its capability to affect their reflective skills. The findings of the research allow the author to conclude that loop input training involves trainee teachers into their learning on multisensory level and ensures deeper processing due to

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Jayanti, Fitri, and Lala Bumela Sudimantara. "Digital Storytelling Resources for Critical Listening: A CEFR-Based Approach for Middle Schoolers." Journal of English Language Teaching and Cultural Studies 6, no. 2 (2023): 108–21. http://dx.doi.org/10.48181/jelts.v6i2.19886.

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CEFR has become a crucial framework for language curricula design and learning outcomes assessment worldwide. In Indonesia, critical listening has emerged as a significant student skill to learn, yet middle schools face challenges in mastering it. Sudimantara (2021) has integrated innovative listening activities using filtered intonation in Verbotonal Approach to enhance English academic writing skills. The holistic pedagogy integrates listening, speaking, reading, and writing, incorporating multisensory load reduction strategies and innovative learning tools such as Reading for Emotion and Ae

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M., Vimochana, Bindu M.R., O. Lamessa, and Ramesh Manickam. "Exploring Challenges of Dyslexic Students Learning English as a Second Language: Reading Drama Script." World Journal of English Language 13, no. 8 (2023): 590. http://dx.doi.org/10.5430/wjel.v13n8p590.

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This study aimed to explore the reading challenges faced by dyslexic students learning English as a second language and interventions to support their reading skills. A mixed research design (both qualitative and quantitative) was used. Data was collected through a questionnaire, semi-structured interview and observation. A judgmental sampling technique was employed to select dyslexic students and teachers at two public schools in Tiruvallur district. Twenty-six students with English dyslexia and two teachers were selected for this study. Data were collected through the use of schedule questio

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Noronha, Gustavo de. "NEUROCIÊNCIA E APRENDIZAGEM DE LÍNGUAS ADICIONAIS: UM DIÁLOGO NECESSÁRIO NO CONTEXTO DA EDUCAÇÃO ATUAL." Revista ft 29, no. 142 (2025): 48–49. https://doi.org/10.69849/revistaft/dt10202501271148.

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NEUROSCIENCE AND ADDITIONAL LANGUAGE LEARNING: A NECESSARY DIALOGUE IN THE CONTEXT OF CURRENT EDUCATION ABSTRACT Neurolinguistics is a branch of neuroscience that studies the neurophysiological mechanisms responsible for language acquisition and use. So, in this area of knowledge, the individual must be able to automatically correlate the dialectic. The incorporation of neuroscience in education brought a significant transformation to the teaching process. This innovative approach allows educators to create more comprehensive courses that meet the individual needs of each student. However, h

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Septiani, Komang, Luh Putu Artini, and I. Ketut Trika Adi Ana. "Knowledge & Treatment of Students Who are Potentially Dyslexic: Teachers� Perspectives." JEdu: Journal of English Education 5, no. 1 (2025): 45–56. https://doi.org/10.30998/jedu.v5i1.13989.

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This study aims to: (1) explore classroom teachers knowledge of dyslexia in teaching English as a Foreign Language (EFL) to second-grade elementary school students who are potentially dyslexic; and (2) examine the classroom treatments or support provided for those students. A qualitative case study approach was employed, with data collected through semi-structured interviews and classroom observations at three public elementary schools in Singaraja, Bali. This method facilitated a comprehensive exploration of teachers knowledge of dyslexia and the treatments they provide to support students wh

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Kachur, Viktoriia. "SENSORY AND PLAY-BASED LEARNING: HOW INNOVATIVE METHODS HELP CHILDREN WITH SPECIAL NEEDS LEARN ENGLISH." Pedagogy and Education Management Review, no. 2(20) (June 30, 2025): 75–82. https://doi.org/10.36690/2733-2039-2025-2-75-82.

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The article focuses on analyzing sensory and play-based learning as innovative methods that enhance the acquisition of English by children with special educational needs in an inclusive setting. The aim of the study is to assess the effectiveness of implementing sensory and gamified teaching approaches in the foreign language learning process for students with various individual needs within the context of inclusive education. The research employed general scientific methods of cognition, such as analysis, synthesis, comparison, observation, generalization, modeling, and a systems approach. Th

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Wang’ang’a, Annerose Wanjiku. "The Impact of Dyslexia in Understanding Mathematics and Career Prospects in Kenya. Review of Literature." East African Journal of Interdisciplinary Studies 6, no. 1 (2023): 246–58. http://dx.doi.org/10.37284/eajis.6.1.1450.

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This article probed into the impact of dyslexia on the comprehension of mathematics and future career opportunities. It explored the characteristics, evaluation, origins, physiological aspects, hurdles, tactics for intervention, and suggestions regarding dyslexia. The article also revealed that the worldwide prevalence of dyslexia displayed variation due to differing definitions of dyslexia, varying diagnostic tests, diverse age groups, geographical settings, and languages spoken. Globally, dyslexia’s prevalence ranged from 15% to 20%. Specifically, in a primary school in Nairobi, Kenya, the p

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McMinn, Jill. "Book Review: Multisensory teaching of basic language skills, Multisensory teaching of basic language skills activity book." Child Language Teaching and Therapy 22, no. 3 (2006): 356–58. http://dx.doi.org/10.1177/026565900602200307.

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Zlatkova-Doncheva, Katerina. "A Multisensory Approach to Teaching Students with Dyslexia." Pedagogical Almanac 30, no. 1 (2022): 70–78. http://dx.doi.org/10.54664/xuav9711.

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The current study traces basic concepts about multisensory techniques in education, and outlines the main outcomes in the education of children with dyslexia. A review is conducted of various studies on multisensory education in neurological and pedagogical contexts. The focus of the article is on increasing the reading skills and literacy of students with dyslexia through a multisensory approach and the use of visual, tactile, auditory, motor, and olfactory stimuli. This publication can support the efforts of teachers, special educators and resource teachers to implement multisensory learning

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MILENCOVICI, Daniel-Alex. "EXPLORING SOLUTIONS TO IMPROVE MUSIC EDUCATION AT PRIMARY LEVEL IN ROMANIA." Journal of Pedagogy - Revista de Pedagogie LXXI, no. 1 (2023): 237–59. http://dx.doi.org/10.26755/revped/2023.1/237.

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The Romanian national curriculum for primary education includes a number of school subjects that are taught by specialized teachers, e.g. foreign languages, physical education, religious education. Nevertheless, Music and movement represents a compulsory subject that requires advanced musical abilities and knowledge, yet the primary class teachers, who teach it, benefit from only short term initial training which we consider insufficient. The paper presents the results of a research into the opinions of the staff who teach. Music and movement in primary school as well as of those of experts re

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M, Bhandari ,., and Dorji ,. K. "Enhancing Alphabet Learning of Pre-Primary Students through Multisensory Approach." Asian Journal of Education and Social Studies 51, no. 5 (2025): 355–66. https://doi.org/10.9734/ajess/2025/v51i51924.

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Despite the critical importance of early literacy development, many Pre-Primary learners struggle to master the English alphabet due to the sustained dependance on traditional, one-size-fits-all teaching methods that fail to address different learning styles. This lack of inclusive, multi-sensory instruction leads to disengagement and uneven literacy outcomes, particularly among visual, auditory, kinesthetic, tactile learners, and children with learning differences. This action research investigated the effectiveness of a multisensory approach in teaching English alphabets to Pre-Primary stude

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Georgieva, Zhana. "Multisensory Approach in Education." Педагогически форум 12, no. 1 (2024): 62–67. http://dx.doi.org/10.15547/pf.2024.005.

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Children learn by receiving information through their senses. Multisensory learning involves the use of the visual, auditory, kinetic and tactile channels to support the development of learning and mental processes. It should be understood as a methodology, as a specific vision of learning technology, which is based on the use and stimulation of the various sensory systems not separately with a view to their self-directed development, but in parallel, jointly, on the principle of interchangeability, compensation, cooperation. The article examines the essence of the multisensory teaching approa

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Gazetdinova, Yulia Vyacheslavovna. "Multisensory approach as a way of teaching reading and writing in English to primary school children with dyslexia." Pedagogy. Issues of Theory and Practice 9, no. 6 (2024): 554–60. http://dx.doi.org/10.30853/ped20240069.

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The aim of the study is to evaluate the effectiveness of the multisensory approach in teaching reading and writing in English to children with dyslexia in primary school. The article considers the use of the Orton-Gillingham methodology, which is based on a multisensory approach that can be applied to teach students with dyslexia to read and write in English. As part of the pedagogical experiment, a lesson plan has been developed using this approach. The scientific novelty of the study lies in the fact that for the first time the effectiveness of using a multisensory approach has been confirme

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Qizi, Olimjonova Dilnura Ilhom, and Abdullayeva Zarina Dilshodbekovna. "Teaching pronunciation in preschool and primary education." Indonesian Journal of Primary Education 8, no. 2 (2024): 247–54. https://doi.org/10.17509/ijpe.v8i2.82934.

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Teaching pronunciation in preschool and primary education is a vital aspect of early language development. At this formative stage, children are especially receptive to auditory input and capable of developing accurate speech patterns. This article explores evidence-based, age-appropriate strategies such as play-based learning, multisensory activities, phonics, rhymes, and music to enhance young learners' pronunciation skills. Through engaging, interactive methods, children are supported in recognizing and producing target sounds effectively, building a strong foundation for future language le

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Liang Soon, Vestly Kong, Nurul Nabilah Abd Rashid, and Suresh Kumar Kuppusamy. "The Use of a Multisensory Approach for Letter Recognition Skills for Students with Special Educational Needs (SEN)." Journal of Health and Quality of Life 5, no. 1 (2025): 68–76. https://doi.org/10.37934/jhqol.5.1.6876.

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The use of multisensory approach is very helpful in teaching today. The study aims to assess the extent of the knowledge, implementation and effectiveness of the multisensory approach that has been implemented by teachers in improving letter recognition skills among students with special educational needs (SEN). The letter recognition skills are the most crucial step for learning reading and writing, though students who have special education needs (SEN) encounter difficulty in these fundamental steps. The researcher used qualitative methods, and data collection was done through semi-structure

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