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

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 memorable

Çok Duyulu Dil Öğretiminin Öğrencilerin İngilizce Okuma Becerisindeki Başarısına Etkisi

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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