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IMPROVING VOCABULARY LEARNING WITH A MULTISENSORY APPROACH
Kalauova Sogdiana Saydullayevna
А second-year student of 3rd English faculty at the
Uzbekistan State World Languages University (UzSWLU) Uzbekistan, Tashkent
Omanov Pulatjon Habitovich,
Scientific advisor. Doctor of Philosophy (PhD) in Pedagogical Sciences, Associate Professor,
Uzbekistan State World Languages University (UzSWLU), Uzbekistan, Tashkent
https://doi.org/10.5281/zenodo.15477290
Abstract. This paper explores how multisensory learning improves the acquisition of new
vocabulary, especially among second language learners and young students. Multisensory
learning involves using more than one sense—such as sight, hearing, touch, and movement—when
studying or practicing new words. The approach is grounded in cognitive science, which shows
that learning is stronger when it involves both the mind and the div. Research from educational
and psychological studies shows that this method helps students remember vocabulary more
easily, stay more engaged in lessons, and benefit from different types of learning experiences. By
examining real classroom practices and academic findings, this paper presents multisensory
learning as a powerful tool for teaching vocabulary effectively.
Keywords: multisensory learning, vocabulary acquisition, language learning, cognitive
engagement, second language education, multimodal instruction.
УЛУЧШЕНИЕ УСВОЕНИЯ СЛОВАРНОГО ЗАПАСА С ИСПОЛЬЗОВАНИЕМ
МУЛЬТИСЕНСОРНОГО ПОДХОДА
Аннотация. В данной статье рассматривается, как мультисенсорное обучение
способствует более эффективному усвоению новой лексики, особенно у учащихся,
изучающих иностранный язык, и у младших школьников. Мультисенсорный подход
предполагает использование нескольких органов чувств — таких как зрение, слух, осязание
и движение — при изучении или повторении новых слов. Этот метод основывается на
данных когнитивной науки, согласно которым обучение становится более
результативным, когда в нем участвуют как умственные, так и физические процессы.
Исследования в области педагогики и психологии показывают, что мультисенсорное
обучение помогает учащимся лучше запоминать слова, активнее вовлекаться в учебный
процесс и получать более разнообразный опыт обучения. На основе анализа реальных
учебных практик и научных данных статья демонстрирует, что мультисенсорный подход
является эффективным инструментом для преподавания лексики.
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Ключевые слова: мультисенсорное обучение, усвоение лексики, изучение языка,
когнитивная активность, обучение второму языку, мультимодальное обучение.
Vocabulary is one of the most important parts of learning any new language. Without
enough words, it is difficult to speak, write, or understand what others are saying (Fengyu, 2023).
However, many traditional teaching methods focus mainly on reading word lists, repeating words,
and memorizing definitions. While this can work for some students, others may find it boring or
forget the words quickly after learning them. In recent years, educators have started to use a
different method called multisensory learning. This method uses multiple senses—such as seeing,
hearing, touching, and moving—to help students learn new vocabulary. When students engage in
multisensory activities, they are more likely to understand what words mean and remember them
longer. This paper looks at how and why multisensory learning helps with vocabulary learning. It
also gives examples of how this method is used in classrooms and discusses some of the challenges
teachers may face.
The idea of multisensory learning comes from the theory of grounded cognition, which
suggests that thinking is not separate from the div. According to Barsalou (2008), human
understanding is "grounded" in real-life experiences, and people remember ideas better when they
connect them to physical actions or sensory experiences. For example, when a child learns the
word "run" by actually running or watching someone run, the word becomes more meaningful.
The child does not just memorize the sound of the word; they also connect it to a movement they
understand and have felt. Similarly, the multimodal learning theory discussed by Pellerin and
Lavoic supports the use of various learning channels, such as visual (seeing), auditory (hearing),
and kinesthetic (movement-based) methods. They explain that people do not learn with just one
sense. Instead, the brain takes in information through many pathways, and learning becomes more
powerful when these pathways work together. For example, a student might learn the word "apple"
by seeing a picture of an apple, hearing the word spoken by the teacher, touching a real apple, and
saying the word out loud. These different experiences build a stronger connection to the word.
One of the biggest advantages of multisensory learning is that it improves memory and
helps students keep new words in their long-term memory. D’Alesio, Scalia, and Zabel (2007)
found that students who used multisensory methods remembered vocabulary better than those who
only read or listened to the words. This is because using several senses at the same time creates
more mental "links" to each word. If a student learns the word "cold" by seeing a picture of snow,
hearing the word, and touching something cold like ice, the brain connects the word to many
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experiences. This makes it easier to recall the word later. Another important benefit is that
multisensory learning makes students more engaged in the learning process. Students often enjoy
activities that involve movement, color, sound, or touch. These activities feel more like games than
traditional lessons, so learners are more likely to pay attention and participate. For instance, instead
of simply writing down new words, students might draw pictures, act out the meaning of a word,
or sing a song that includes the vocabulary. When learning becomes fun and interactive, students
are more motivated and likely to succeed. Multisensory learning is also helpful for students who
have different learning styles or special educational needs. Not all students learn in the same way.
Some students remember better when they see things, while others need to hear information or
physically move to understand it. Bencheikh and Mohammed Cherif (2024) studied EFL (English
as a Foreign Language) learners in Algeria and found that using multisensory methods helped
young learners gain vocabulary more quickly and with greater confidence.
In Uzbekistan, English language education has become increasingly important, with
reforms emphasizing early language instruction. However, traditional methods, such as rote
memorization, often dominate classrooms. Recent studies suggest that integrating multisensory
approaches can enhance vocabulary acquisition among Uzbek learners. For instance, a study
conducted at an educational center in Tashkent focused on young ESL learners and found that
traditional oral memorization was less effective for long-term retention. Instead, methods
involving bodily engagement, such as using games, cards, and daily conversations, significantly
improved students' vocabulary skills (Nazarova & Ilkhomova, 2025). Similarly, research at
Fergana State University highlighted the benefits of combining visual aids, auditory engagement,
and kinesthetic activities. Techniques like writing new words, associating them with images, and
incorporating music-based activities were found to be effective strategies for vocabulary
development among primary school students (Abbasova & Xosilova, 2024).
Multisensory learning can take many forms in the classroom, depending on the age of the
students and the type of vocabulary being taught. A common approach is to combine visual and
auditory learning. For example, when teaching the word "elephant," a teacher might show a large
image of the animal while saying the word out loud. This helps students link the sound of the word
to its meaning. To add a tactile element, the teacher might provide a puzzle of an elephant or a
model for students to touch. Kinesthetic learning can be included by asking students to pretend to
walk like an elephant, swinging their arms like a trunk. In this way, students are not just hearing
and seeing the word; they are also feeling and acting it out, which makes the word easier to
remember. Another example could be a lesson on action verbs such as “clap,” “jump,” or “sleep.”
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Instead of only reading these words from a book, students can perform each action as they say the
word. This method is especially effective with young children who enjoy moving and often have
more energy to express themselves physically.
While multisensory learning offers many benefits, it is not without challenges. One
challenge is that it often requires more preparation from teachers. They need to find or create
materials that allow students to see, hear, touch, and move. This can take time, especially in large
classes or schools with limited resources. Another consideration is that not all students may enjoy
every type of activity. Some might feel shy acting out words in front of others, while others may
not respond well to music or group work. It is important for teachers to know their students and
offer a variety of activities so that everyone can participate in a way that feels comfortable. Finally,
teachers must make sure that multisensory activities are not just fun, but also meaningful. The goal
is not only to entertain students but to help them truly understand and remember vocabulary. For
example, a game where students throw a ball and say a word can be helpful, but it must be part of
a larger lesson that teaches the word’s meaning and use in sentences.
Multisensory learning is a powerful method for helping students learn new vocabulary in
a meaningful and lasting way. By using sight, sound, touch, and movement, students create
stronger memory connections and feel more involved in the learning process. This method is
especially useful for second language learners and young students who benefit from varied and
active learning experiences. Although it requires careful planning, the benefits for vocabulary
development, student motivation, and inclusive teaching make multisensory learning a valuable
tool in modern education. Teachers who use this approach can help students not only remember
words but also enjoy the process of language learning.
References
1.
Abbasova, N. K., & Xosilova, S. U. (2024). Ways to Build English Vocabulary with
Simple Daily Habits for Primary School Students. O'zbekistonda Fanlararo Innovatsiyalar
va Ilmiy Tadqiqotlar Jurnali, 35, 20-24.
2.
Barsalou L. W. (2008). Grounded cognition. Annual review of psychology, 59, 617–645.
https://doi.org/10.1146/annurev.psych.59.103006.093639
3.
Bencheikh, Y., & Mohammed Cherif, D. (2024). The use of the multi-sensory teaching
approach in enhancing vocabulary learning for EFL young learners: The case of young
learners at Elimtiaz Private School, Ouargla. Université Kasdi Merbah-Ouargla.
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4.
D’Alesio, R., Scalia, M., & Zabel, R. (2007). Improving vocabulary acquisition with
multisensory instruction (Master thesis, Saint Xavier University, 2007).
5.
Nazarova, J. R., & Ilkhomova, U. D. (2025). Effective vocabulary learning strategies for
young ESL learners: Exploring oral, bodily, and active engagement methods. EduVision:
Journal of Innovations in Pedagogy and Educational Advancements, 1(3), 264-270.
https://brightmindpublishing.com/index.php/ev/article/view/212
6.
Pellerin, M., & Lavoic, C. (n.d.). Multimodal and Multisensory Approach to Teaching and
Learning Vocabulary. University of Alberta / Université du Québec.
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Fengyu, Z. (2023). The Impact of Vocabulary Learning Methods on Students’ Vocabulary
Application Skills. English Language Teaching and Linguistics Studies.
