Effectiveness of Multisensory Approach of Teaching on English Language Reading Skills of young adult learners

 

Dr. Swati Srivastava

Assistant Professor, Department of Education, Pragati College, Raipur

*Corresponding Author Email:

 

ABSTRACT:

The present experimental study aimed to find out the effect of multisensory approach of teaching on English language reading skills of young adult learners. The purposive sample comprising of 40 male young adult learners of class 12 of CGBSE Hindi medium schools were randomly divided into experimental and control groups. For the teaching of experimental group, multisensory approach involving audio –visual mode along with kinesthetic modality was used. The control group was taught by conventional classroom method. English reading comprehension test was used to find out the difference before and after teaching. Post test only design was used. The statistical analysis of data was done by calculating t. The findings revealed the difference between the two groups. Experimental group outperformed the control group. Thus the results indicate that multisensory approach of teaching enhances the English reading skills.

 

KEYWORDS: Multisensory approach, reading skills, young adult learners.

 

 


INTRODUCTION:

English language proficiency is the learners skill of using a language i. e, how well he can read, write, speak or understand the language. English language proficiency is the ability of a person to speak, write or perform in English language. ACTF (American Council On the Teaching of Foreign Languages) is taken from the US Government mandates. According to it,’’ a limited language proficient student is one who comes from a non english background and who has sufficient difficulty in speaking, reading, writing or understanding the English language and whose difficulty may deny such an individual the opportunity to learn successfully in classroom where the language of instruction is English or to participate fully in the present modern society. There are four basic skills of English language, proficiency in which is must for mastering the language.

 

Reading skill is a receptive skill also known as passive skill. Multisensory learning is defined as using visual, auditory and kinaesthetic modalities sometimes at the same time(DIES, 2004). Multisensory approach foster retention, concentration and alertness(Ten Brug etal, 20l5; Ma & Wei, 2016). Multisensory techniques are more effective for learning (Shams & Seitz, 2008; promotes learning (Sutaria, 1982; Fiedler, 2012). Multistructured language strategies are beneficial in case of struggling English language learners (Schneider & Evers, 2009). Ali, S(2012) in his study came with the finding that multisensory structured language approach is efficient in teaching reading and spelling to adult learners.

 

SIGNIFICANCE OF THE STUDY:

Multisensory approach of teaching involving video and kinaesthetic modalities will enhance reading skill. Multisensory approach caters to the need of diverse learners with different learning styles as it makes use of maximum senses.

 

 

REVIEW OF LITERATURE:

Multisensory strategies overcome the difficulties in perceiving the matter (Matuvarkhyali, 2012). Multisensory approach foster reading (Joshi, Dahlgren & Boulware, 2002; Scheffel, Shaw& Shaw, 2008; Garimella & Srinivasan, 2014). Simultaneous multisensory institute for Language Arts Instruction showed significant result in word reading, sound symbol knowledge and oral reading fluency. Multisensory phonics programme has positive effect in developing Kinder garten pre service teacher EFL reading accuracy and phonemic awareness (Magpuri etal, 2014). Multisensory phonics programme has positive effect in developing the participants phonemic awareness and reading accuracy (Ghoneim & Elghotmy, 2015; Warnick & Caldarella, 2016). Multisensory approach activities facilitate the learning of letter sound correspondence(Moustaffa & Ghoni, 2016); effective in learning letter name and sound production(Schlensinger, 2016). Visual syntactic text formatting technique help in developing reading and writing skills (Park & Warschaver, 2016). Content based instruction along with instructional streaming video fosters reading comprehension (Nehal, 2014), reading speed and attention (Huang & Chuang, 2016).

 

Research Question:

Is there any statistically significant difference (α≤. 05)in the English reading skills of male young adult learners due to teaching approach?

 

Hypothesis:

Following hypothesis was formulated.

H1 There would be no significant difference between the post test scores in English reading skill of male young adult learners.

 

RESEARCH METHODOLOGY:

Present study is a quasi experimental study(post test design).

 

Participants:

For the present study purposive sampling technique was used. 1 hindi medium school of Chhattisgarh Board of Secondary Education was selected purposively. Out of total 120 students 40 male young adult learners of class 12th were selected purposively on the basis of their marks in English in previous class to maintain homogeneity. They were then randomly divided into control group and experimental group (20-20 each).

 

Tools:

For collecting data self made reading comprehension test based on the class 12th English syllabus of CGBSE. Validity and reliability were established. Reliablity was found to be 0. 81

 

Procedure:

40 male young adult learners of class 12th of Chhattisgarh Board affiliated Hindi medium schools were taken for study. For establishing the homogeneity previous class marks in English exam were taken into consideration. These 40 students were randomly divided into experimental and control group each group comprising of 20 students. Same study material was taught to both the groups. Experimental group was taught by multisensory method whereas control group was taught by conventional classroom method. This process continued for 10 days having 20 sessions. Duration of 1 session was 40 minutes.

 

Statistical Techniques:

Descriptive statistics (mean, standard deviation and t-value) were used for statistical analysis.

 

Analysis and Interpretation:

Table 1 Significance of difference between the mean of post test scores of control and experimental group

Test

N

M

S. D.

t

Experimental Group

20

38.2

6.62

3.48

Control Group

20

45.35

df=38, . P<0. 05 Significan

 

RESULT:

Table 1 shows that mean of post test score of control group is 38.2. The mean of post test score of experimental group is 45.35. The pooled S. D. value is 6.62. The ‘t ‘ value is 3.48 which is significant both at. 01 and. 05 level of significance at 38 degree of freedom.

 

This is in consistence with the findings of Lu’s(2014) and Park and Warschaver’s (2016) study that revealed the language skills development through visual syntactic text formatting technology.

 

DISCUSSION:

Findings show that calculated t value is greater than the table value at both. 01 and. 05 level of significance. The findings indicate that experimental group out performed the control group. Thus it is clear that multisensory approach foster understanding level of students. This is in line with Sutaria’s (1982) finding that multisensory approaches increase student motivation for reading.

 

REFERENCES:

1.        Best, J.W. and Kahn, J.V. (2012 Research in Education. 10th Ed. New Delhi :Prentice Hall of India.

2.        Department for Education and Skills (2004). A framework for understanding dyslexia, Retrieved on January 25, 2016 from http://www. dfes. gov. uk/read writeplus//understanding dyslexia.

3.        Garimella, S. and Srinivasan, V. (2014). A large scale study of the effectiveness of multisensory learning technology for learning English as second language. English Helper.

4.        Ghoneim, N.M.M & Elghtomy, H.E. (2015). The effect of a suggested multisensory phonics program on developing Kindergarten Pre-school Teacher EFL reading Accuracy and phonemic Awareness. English Language Teaching, 8(12), 124-143

5.        Shneider, E (1996). Teaching foreign language to at risk. Learners. ERIC Digest

6.        Scheffel D.L., Shaw, J.C. and Shaw, R. (2008). The efficiency of a supplementary multisensory reading program for first grade students. Reading improvement, 45(3), 139-152.

7.        Srivastav, S. and Saxena, S.L. (2017). The impact of multisensory approacsing video text materhuial on vocabulary acquisition and grammer proficiency of young adults. International Educatn& Research Journal (IERJ). 3(5), 712-713

8.        Sutraia, S. (1982). Multisensory approach to the teaching of reading to learning disabled students: A review of research and case study.

9.        Warnick, K and Caldarella, P.(2016). Using multisensory phonic to foster reading skills of adolescent delinquents. Reading and Writing Quarterly, 32(4), 317-335

 

 

 

 

Received on 22.09.2018         Modified on 13.01.2019

Accepted on 09.02.2019      ©AandV Publications All right reserved

Res.  J. Humanities and Social Sciences. 2019; 10(2):646-648.  

DOI: 10.5958/2321-5828.2019.00104.9