ENHANCING ENGLISH VOCABULARY ACQUISITION THROUGH KINESTHETIC LEARNING STRATEGIES: A QUASI-EXPERIMENTAL STUDY WITH GRADE 6 STUDENTS

Abstract

This quasi-experimental study examines the impact of kinesthetic learning strategies on English vocabulary acquisition among Grade 6 students in a Pakistani public school setting. The research addresses the limitations of traditional rote memorization by incorporating movement-based activities, such as role-playing, gesture games, and Total Physical Response (TPR) exercises. A single group of 24 students participated in a pre-test to evaluate baseline vocabulary knowledge, followed by a four-week intervention. A post-test, equivalent in format and difficulty to the pre-test but with parallel items to minimize practice effects, measured improvements in vocabulary comprehension, retention, and usage. Results indicated a significant increase in mean scores from 7.10 (SD = 4.86) on the pre-test to 19.17 (SD = 3.20) on the post-test. A paired samples t-test confirmed the statistical significance of this improvement (t(23) = 12.45, p < .001, mean difference = 12.07, 95% CI [10.25, 13.89]). Students exhibited enhanced engagement and better contextual application of words. The findings underscore the value of kinesthetic methods in ESL classrooms, particularly in resource-limited environments, and recommend their integration into curricula to support diverse learning styles.