Vocabulary Acquisition Among Arabic-Speaking EFL Kindergarten Learners: Multisensory vs. Traditional Approach

Abstract

This study investigates the effectiveness of multisensory learning (MSL) compared to traditional (TRD) teaching methods in enhancing English vocabulary acquisition among English as a foreign language (EFL) kindergarten-aged learners in Amman, Jordan. A total of 49 children were divided equally into two groups: one receiving traditional instruction and the other exposed to multisensory techniques, including visual aids, auditory input, specific activities, and experiences. Pre- and post-tests were used to assess vocabulary retrieval through two tasks. Descriptive statistics revealed that the MSL group outperformed the TRD group in both tasks, with higher mean scores and reduced variability, indicating more consistent learning outcomes. An independent sample t -test confirmed that these differences were statistically significant. The findings indicate that multisensory instruction not only enhances vocabulary acquisition but also promotes enthusiasm in learning among young EFL learners. In light of Paivio’s Dual Coding Theory (DCT), learning is enhanced when information is presented in both verbal and non-verbal forms, activating the brain’s dual cognitive subsystems through visual aids, physical activities, and tactile experiences. The study highlights the value of incorporating multisensory approaches in early EFL education to facilitate equitable vocabulary development. The study concludes with pedagogical implications and recommendations for further research.