Revista de Investigación en Ciencias de la Educación

Vol. 4, No 8, julio - diciembre 2026, 93-104

ISSN: 3073-1461

https://revistasfiecyt.com/index.php/riced

The impact of applying the multisensory approach to enhance the writing

process in 7th-grade students

El impacto de aplicar el enfoque multisensorial para mejorar el proceso de

escritura en estudiantes de 7º EGB

Cristina Elizabeth Jácome Benítez

Daniela Alejandra Bonilla Yucailla

Autor de correspondencia:

elizabeth179911@gmail.com

Universidad Técnica de Ambato.

Ecuador.

elizabeth179911@gmail.com

https://orcid.org/0009-0001-9456-0935

Universidad Tecnológica Indoamérica.

Ecuador.

alejandrabonilla@uti.edu.ec

https://orcid.org/0000-0002-3792-6937

Datos del artículo:

Recibido: marzo 17, 2026

Aceptado: abril 14, 2026

Publicación: julio 08, 2026

Keywords:

multisensory learning, writing skills,

english language teaching, education.

Palabras clave:

aprendizaje multisensorial, habilidad

de la escritura, enseñanza del inglés,

educación.

DOI:

https://doi.org/10.53877/skpy3505

Este artículo está bajo la licencia

Abstract

The purpose of this study is to investigate the effectiveness of the

application of a multisensory approach in the writing process in EFL.

Adopting a quantitative research approach using a random selection

design, a single group was chosen via random draw from three

established parallel groups. The way the research was conducted

followed three steps: the diagnostic phase, using a pre-test, the

pedagogical intervention applying the multisensory activities to

enhance writing performance, and the last stage, the post-test after the

intervention. A pre-test and post-test were applied using the sample

Breakthrough test, just the writing section (2 tasks: task 5 filling the

gaps and task 6: description of a picture) to 33 students of the seventh

grade in Ecuador who participated in the research. Drawing on this

idea, the objective is to enhance students' motivation, idea

development, and the building of meaningful texts. It means that

writing is not just a group of words; it allows learners to construct

meaning in written form, linking ideas or opinions (Parra, 2021). The

data reveal that the use of the multisensory approach has a favorable

impact on the writing process, thereby serving as a cornerstone for the

achievement of the learning process. The main conclusion states that

the integration of multi-channel sensory experiences works as a

transformative pedagogical practice that overcomes the traditional

methods of text-based learning, serving as a model to reduce writing

mistakes in the EFL context.

Resumen

El propósito del presente estudio es investigar la efectividad de la

aplicación de un enfoque multisensorial en el proceso de escritura en

inglés como lengua extranjera (EFL). Adoptando un enfoque de

investigación cuantitativa con un diseño de selección aleatoria, se

seleccionó un solo grupo mediante sorteo aleatorio de entre tres grupos

paralelos establecidos. La investigación se llevó a cabo en tres etapas:

la fase diagnóstica, mediante una prueba previa; la intervención

pedagógica, aplicando actividades multisensoriales para mejorar el

desempeño en la escritura; y la etapa final, la prueba posterior a la

intervención. Se aplicó una prueba previa y una posterior utilizando la

prueba Breakthrough, específicamente la sección de escritura (dos

tareas: tarea 5: completar espacios en blanco y tarea 6: descripción de

una imagen), a 33 estudiantes de séptimo grado en Ecuador que

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RICEd: Revista de Investigación en Ciencias de la Educación, Vol. 4, No 8, julio - diciembre 2026, 93-104 94

participaron en la investigación. Partiendo de esta idea, el objetivo es

potenciar la motivación de los estudiantes, el desarrollo de ideas y la

construcción de textos significativos. Esto significa que la escritura no

es solo un conjunto de palabras; permite a los estudiantes construir

significado en forma escrita, vinculando ideas u opiniones (Parra,

2021). Los datos revelan que el uso del enfoque multisensorial tiene un

impacto positivo en el proceso de escritura, constituyendo así un pilar

fundamental para el éxito del aprendizaje. La principal conclusión

afirma que la integración de experiencias sensoriales multicanal

funciona como una práctica pedagógica transformadora que supera los

métodos tradicionales de aprendizaje basados en textos, sirviendo

como modelo para reducir los errores de escritura en el contexto de la

enseñanza del inglés como lengua extranjera.

Forma sugerida de citar (APA):

Jácome Benítez, C. E. y Bonilla Yucailla, D. A. (2026). The impa ct of applying the multisensory approa ch to

enhance the writing process in 7th-grade students. RICEd: Revista de Investigación en Ciencias de la Educación.

4(8), 93-104. https://doi.org/10.53877/skpy3505

INTRODUCTION

The English language has gained greater relevance in education over the years, enhancing the

training of core language skills (listening, speaking, reading, and writing). Among these,

writing maintains an essential role in developing productive skills, as it fosters vocabulary,

grammar, sentence structure, language accuracy, and creativity. This production skill requires

the simultaneous incorporation of cognitive, linguistic, and motor functions (Myhill, 2023).

Enhancing writing in the EFL context becomes a meaningful challenge in actual classrooms,

where the content and interaction are limited; as a result, the activities promoted are

repetitive, monotonous, and do not represent a real use of the language. These limitations are

affected by barriers that involve cognitive and emotional aspects, where learners struggle with

encoding and developing ideas, structuring sentences, or even producing a single paragraph.

It highlights the perspective to search for different approaches, strategies, or techniques that

trigger sensory channels to foster information processing.

On a worldwide scale, the CEFR outlines writing at the A1 and A2 levels as a

fundamental part of language proficiency in real-life contexts to enhance communicative

competence. The Common European Framework in its companion volume (2020) indicated

the term of differentiated profiles, which aims to use different strategies in their path to master

the English language.

Regarding Ecuadorian education, this situation is considered quite critical. Despite the

numerous changes concerning the curricular reforms to improve the communicative

competences in EFL (Ministry of Education, 2022), some trials, such as the number of students

per classroom or the number of class hours, limit the linguistic development. At the same

time, 7th-grade teachers focused only on isolated grammar topics instead of creative and

authentic writing production, which is a common characteristic in educational contexts with

restricted resources (Soto et al., 2020; Castillo & Novoa, 2026).

Early studies in Ecuador highlight issues related to a lack of resources or materials that

can lead to decreased motivation and poor lexical retention among learners (Sinergia

Académica, 2025; Roman Camacho, 2025); therefore, they encourage the implementation of

innovative pedagogical practices aimed at facilitating the writing process. Likewise, the

Ministry of Education in Ecuador (2016) stated that, based on its curricular guidelines,

students must develop the core language skills (productive and receptive) since level A1;

The impact of applying the multisensory approach to enhance the writing process in 7th-grade students

however, learning outcomes expect learners to produce short texts using vocabulary and

grammar structures. In contrast, the traditional methods are not enough to achieve the main

goals because writing requires more copying, repetition, and isolated words or phrases.

The multisensory approach aims to promote emotional engagement, vocabulary

retention, learner independence or autonomy, and great coherence in writing (Baehaqi et al.,

2025). This method helps 7th-grade students understand and process grammar structures and

vocabulary flexibly, aligned with neuroeducation principles that foster a multisensorial

experience, thereby supporting better brain learning (Prystauka et al., 2023; Seidl et al., 2022).

Integrating the body with the 5 senses in the writing process can facilitate reducing anxiety

and the fear of making a mistake, the main factors that influence low performance in writing

tasks (Tai et al., 2020; Miller, 2023).

On the other hand, in Latin America, there is some evidence of the success of

pedagogical practices that apply a multisensory approach, and this evidence continues to

grow. Regional studies of sensory scaffolding improve spelling and give learners autonomy

in limited-resource contexts (Zamora, 2025; Obando, 2020). It is not necessary to invest a lot

in sensorial materials that enhance daily and meaningful practice for beginning levels (Smith,

2025; JPSE, 2024). In view of this, VAKT comes as a favorable idea and solution to reduce the

gap between curricular learning goals and real communicative competence (Mora,2024;

UNESCO, 2023).

The application of multisensory strategies has its own foundation in the Cognitive

Theory of Multimedia Learning and the Neuroeducation background. This recent research

demonstrates that the natural communication system works well when the five senses are

used, which influences long-term retention (Prystauka et al.,2023; Seidl et al., 2022).

Additionally, Parra (2021) carried out research that demonstrates how the multisensory

approach is effective in developing a skill as an effective motivational way for students. This

research responds to the gap by applying the approach in writing instruction with young

students to register results based on the action research design to practice and get outcomes.

This pedagogical instruction fits well with the reality of a government-subsidized

private school, since it is not essential to use technological tools or sophisticated software. It

means that multisensory methodology provides a sensory experience through students'

autonomy to learn by touching, moving, and visualizing the language to show, as a result,

support for the automatization of writing instead of the limited literacy development in

traditional methodologies or strategies applied in the EFL (Soto et al., 2020; Roman Camacho,

2025). All the research was a guide to reinforce the idea of changing teaching practices since

the actual society requires training students’ skills in different areas where they can perform

activities autonomously and efficiently to express their ideas and opinions. However, this

starts with the young learners' learning process and extends to adults. Consequently, the

curiosity of discovering new trends in teaching helps us to understand that each student is

different and can work based on their context or background.

Therefore, this study addresses a pedagogical need where elements like innovation

and engagement are keys to applying strategies in kids for EFL writing instruction, and

applying a multisensory approach from level A2. Besides, this research aims to determine the

impact of the multisensory approach on the writing sub-skills by taking into account the

assembly of sensorial stimuli in an interactive class with natural systems of learning in the

learner's brain (Mayer, 2021; Hattie, 2023). By transforming the writing process into a concrete

sensorial experience, teachers manage to boost the performance of 7th graders in the

Ecuadorian system (Paredes, 2021; Frontiers in Education, 2024).

Finally, the present study aims to examine the efficacy of the multisensory approach

in the students’ writing performance. Therefore, the main objective is to analyze the effect of

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a multisensory approach on the development of writing fluency in 7th-grade students.

Meanwhile, the specific objectives are: 1- To diagnose students’ initial writing skill fluency to

have a detailed understanding of their abilities. 2-To apply multisensory activities in the

regular English classes. 3-To evaluate writing skill improvements after the intervention with

multisensory activities.

Multisensory approach

A multisensory approach is considered an evidence-based instructional methodology that

entails senses such as tactile, visual, kinesthetic, and auditory as the main key for learning and

memory retention (Birsh & C, 2019). Besides, these authors stated that learning processes do

not have only a channel of input since it can give students a chance to acquire new knowledge

through seeing, hearing, and moving the material. To illustrate, learners can write letters

using sand while they can pronounce words or entire phrases.

This method is effective for students with diverse learning needs. It allows them to use

and explore different ways of understanding new information or content. The multisensory

methodology is relevant to English language teaching. It shows how skills such as writing,

speaking, reading, and listening can be acquired. Furthermore, its strategies relate to

constructivist principles. These focus on making learning meaningful through experiences

that reinforce cognitive skills. This approach was once called a multimodal strategy. It helps

students explore knowledge acquisition beyond reading or a single audio activity.

On the other hand, it provides instructional strategies that integrate all senses as a

stimulus by a simultaneous linking between eye, ear, voice, and hand to boost learning,

especially in children. This feature is advantageous to activate different pathways in the brain

(Birsh & C, 2019). The consciousness of the multisensory approach came from the idea of

experiential learning from another perspective from the traditional, so educational

psychologists in the late 19th century fostered a theory related to combining all senses to get

a meaningful learning experience. To sum up, the multisensory method focuses on providing

an active learning experience for students, emphasizing dynamism and exploration through

different senses, resulting in instruction that is directly focused on the student and making it

effective and practical for use across various subjects, including English language instruction.

Writing Skill

Language is considered a fundamental tool for communication. There are several ways we

can communicate in different languages, including English. In the English language, we have

four fundamental skills: speaking, listening, writing, and reading. Writing is considered a

production skill. Production skills are responsible for creating the message we want to convey

so that another person can receive and understand it. Therefore, writing is an essential skill in

English that must be learned for effective communication through words, phrases, or large

texts (Sa’adah, 2020).

For producing an excellent or understandable text in the English language, it is

necessary to know a variety of vocabulary and recognize the different grammatical tenses in

order to express ourselves correctly within the context and ultimately be understandable to

others (Sa’adah, 2020).

There are several ways to write, but within the English language teaching-learning

process, writing has certain steps that help students, in one way or another, create a concise

and correctly written text. Regardless of whether the learner is a child or an adult, steps are

always needed to gradually improve their writing skills, from short descriptions to academic

The impact of applying the multisensory approach to enhance the writing process in 7th-grade students

texts. Therefore, the following steps should be taken into account and adapted according to

the student's English level. The steps for writing are planning, drafting, editing, and final

version (Sa’adah, 2020).

There are several ways to write, but within the English language teaching-learning

process, writing has certain steps that help students, in one way or another, create a concise

and correctly written text. Regardless of whether the learner is a child or an adult, steps are

always needed to gradually improve their writing skills, from short descriptions to academic

texts. Therefore, the following steps should be taken into account and adapted according to

the student's English level. The steps for writing are planning, drafting, editing, and final

version (Sa’adah, 2020).

On the other hand, it is important to mention that within writing, there are several

types based on the context and purpose of the text. Among them are:

1. Free writing: As its name suggests, this type of writing is free, in which the student

expresses their own ideas about a particular topic, usually chosen by each student.

In this type of writing, aspects such as spelling, grammar, and others are not given

much importance.

2. Controlled writing: This type of writing has its own purpose. In this type of

writing, students receive instruction or guidance to create a paragraph based on a

template predetermined by the teacher. In this case, the focus is on students using

resources such as vocabulary and grammar to write. This type of writing serves to

reinforce the knowledge learned during class, whether it is a grammar topic, a

tense, or a specific vocabulary topic.

3. Guided writing: In this type of writing, the teacher guides the student to complete

a piece of writing through discussions, text construction, and generally assessing

the student's writing more independently. In this case, the teacher simply provides

a short sentence in which the student must continue using different resources or

previously learned content (Sa’adah, 2020).

Multisensory approach and writing skills

The multisensory methodology brings several benefits to different areas of language skills,

and three important factors must be taken into account for its application: mechanics,

composition, and spelling knowledge. From an early age, we can guide children with aspects

of writing, starting with letter recognition, associating them with images, then with words,

and finally with phrases. When children begin to write, they show 6 stages: Drawing, Wavy

Scribbles, Letter-Like Scribbles, Random Letters in a Line, Patterned Letter Strings, and

Conventional Writing. Each stage of learning represents a sequence, so it is highly dependent

on the teacher's role for the student to develop their writing from expression with drawings

to short descriptions. Once they practice going through each stage, they acquire knowledge

of the language, and little by little, they relate it to the content around them (Birsh & C, 2019).

Therefore, the teacher must provide materials and apply multisensory strategies in the writing

process. Writing materials shouldn't be limited to a pencil and paper, so students should be

provided with both technological and non-technological materials so they understand that a

written message doesn't just require a sheet of paper (Birsh & C, 2019).

Different materials can be used, always depending on the students' level, the topic

being covered, and what's available. There are specific ways to encourage writing from an

early age. We describe the following here.

- Foster Developing Writing Skills by Encouraging Children to Write Messages or

Descriptions.

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- Enhance Developing Writing Skills by Setting Up Mailboxes.

- Boost Up-and-coming Writing Skills by creating Lists.

- Strengthen Up-and-coming Writing Skills by Creating a Word Wall or a Collection

of Words.

- Flashcards

- Encourage Developing Writing Skills through Journals.

MATERIALS AND METHODS

This study focuses on a quantitative approach, which is uniquely suitable for examining the

empirical effect of the multisensory approach methodology on EFL writing skills among

seventh-grade students. Instead of offering a simple account of the phenomenon, a

quantitative framework allows for the objective, organized, and measurable evaluation of

causal mechanics between specific teaching practices and student performance. Based on

Creswell and Creswell (2022), a quantitative approach is essential when the research aim is to

examine how an independent variable (the multisensory approach) impacts a dependent

variable (writing skills). Through standardized assessment tools like pre- and post-test scores,

using structured rubrics, student achievement is converted into quantifiable data. These

results can be analyzed to reduce researcher bias and secure the replication of these findings.

This approach will help the researcher test the hypothesis regarding the application of

the multisensory methodology on which we will base our research. Moreover, it will allow

for systematic interpretation of the collected numerical data and statistical analyses,

ultimately leading to robust, evidence-based conclusions that enhance the credibility of this

study.

On the other hand, the study's design is pre-experimental. It is named this way because

its degree of control is minimal. In this design, a pre-test and post-test are applied to a single

group. The group receives treatment and is evaluated both before and after the treatment.

This helps to determine the group's initial and final levels. Additionally, this design aims to

provide a first realistic approach to the problem posed in the research (Lim, W., 2024).

In this way, the pre-experimental design by applying a pre-test and post-test helps us

understand the effects of multi-sensory methodologies on learning English writing skills. An

initial test will first be administered to determine the level of English proficiency in writing.

We will then apply all the multi-sensory strategies. Finally, we will administer a post-test to

determine whether these strategies had a positive or negative effect on learning or practicing

English writing.

When selecting the sample for this research, several aspects were taken into account

to help achieve better results. The sample type chosen is probabilistic cluster sampling, which

Thompson (2021) stated is one in which the population is naturally divided into clusters (such

as school classrooms). In order to maintain the random nature of the research, one specific

7th-grade course was designated from the available groups through a simple random draw,

guaranteeing that each course had an equal chance of being selected. After the course had

been chosen, all students within that specific class were involved in the sample.

In this section, the population is defined based on the elements of the study, which are

focused on seventh-grade groups of basic general education (EGB). To determine the sample,

a single cohort was chosen from the three groups or parallels existing at this grade. This

approach helps to ensure that all three groups have an identical likelihood of being selected,

as they share a standardized English level regarding the curriculum.

The impact of applying the multisensory approach to enhance the writing process in 7th-grade students

RESULTS

The following section presents the results from pre- and post-tests randomly assigned to 33

7th-grade EGB students in Ecuador. The first section emphasizes the results of the pretest of

the writing section of the standardized Pearson exam “Breakthrough,” suitable for Level A2,

which is scored over 30 points.

Table 1.

Results from the pre-test over 30

N. of

students

Score

N. of

students

Score

Note. Source: own elaboration based on the seventh-grade students’ scores.

On the other hand, Table 2 presents the post-test results after applying the multisensory

approach using tasks 5 and 6, as well as Pearson's Breakthrough test, which is suitable for

level A2.

Table 2.

Results from post-test task six over 30

N. of

students

Score

N. of

students

Score

Note. Source: own elaboration based on the seventh-grade students’ scores.

After obtaining results from the pre- and post-tests, a normality test was conducted to

determine whether the data followed a normal distribution. The results shown in Table 3

demonstrate that both the pre-test and post-test scores conformed to a normal distribution, as

the p-value was greater than 0.05.

Table 3.

Normality test of the pre-test and post-test scores

Kolmogorov-Smirnov

Shapiro-Wilk

Estadístico

Sig.

Estadístico

Sig.

Pre-test

,140

,100

,957

,209

Post-test

,124

,200

,958

,224

Note: The table shows the results of the pretest and post-test subjected to the normality test

To illustrate the differences in the scores of the pre-test and post-test, Figure 1 presents the

mean scores obtained from the results of the participants. Additionally, the figure

demonstrates how learners’ performance changed after the intervention using the

multisensory approach, evidencing an improvement.

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Figure 1

Mean between pretest and posttest scores

Note. Source: Own elaboration based on pre-test and post-test results

Overall, the findings demonstrated that the learners’ writing performance improved after the

application of the multisensory approach. The post-test scores were even higher than the pre-

test results, indicating gains in vocabulary use. These data imply that the multisensory

strategies and activities benefited learners' writing skills, which sets the stage for the

discussion section presented in the next part.

DISCUSSION

In this present study, the effect of the multisensory approach on improving EFL students'

writing skills in 7th-grade students was analyzed. The findings revealed in Table 2 show that

learners show an improvement in their writing skill performance after the application of the

multisensory approach, so these results are aligned with Baehaqi (2025), who concluded that

the combination of activities using different senses enhances a deep practice of writing,

making students autonomous when they write a simple text or paragraph. Additionally, the

primary objective of this study was to evaluate the effectiveness of the multisensory approach

on EFL writing skills among seventh graders. The findings demonstrated a significant

increase in students' grades after the approach was implemented. This significant increase in

post-test scores demonstrates that moving from conventional instruction to a multimodal

approach contributes to reducing learning gaps in EFL writing.

Likewise, in accordance with the objective of this research to examine the efficacy of

the Multisensory approach in improving writing performance, the main goal was achieved by

identifying noteworthy improvements across all evaluated sections of the Breakthrough test

of Pearson. The findings revealed that the use of multisensory activities exposed students to

language models and guided them through various writing activities. The empirical data

gathered collected by the pre-test and post-test instruments disclose a notable and statistically

significant increase in students’ scores following the pedagogical intervention. This

remarkable improvement aligns with the discoveries of Al-Malki (2022), who claimed that

traditional text-bound methods could cause cognitive tiredness in young learners, although

engaging multiple sensory channels (visual, auditory and kinesthetic) can facilitate the

internalization of complex language structures. The significant rise in 7th-grade students' final

The impact of applying the multisensory approach to enhance the writing process in 7th-grade students

scores confirms AI-Malki’s background concerning the power of cognitive scaffolding in the

EFL classroom.

Besides, the primary grammar and punctuation mistakes found in this 7th-grade

group are in line with the reference point assessment of Khassanov (2021), whose research

established that young learners sometimes treat English writing as a mechanical replication

of isolated rules rather than a meaningful communicative performance. By identifying these

precise gaps in the first stage, a solid starting point was built, confirming that the classroom

requires a change from traditional learning strategies.

On the other hand, the noteworthy growth between the two testing stages reflects the

outcome mentioned by Nguyen and Tran (2023). In their study about the multisensory

teaching practice immersed in primary and secondary levels, they reported a parallel trend in

which students were exposed to tactile and visual inputs and showed a clear improvement in

post-intervention scores compared to their initial tests. According to the context of the

research, the combination of interactive sensory tools and visual cues or graphic organizers

clearly provided the students with tangible tools to organize their ideas. As a result, this

reduced the common mechanical errors and enhanced their confidence, which is directly

translated into the higher grades recorded in the post-test. Additionally, through the stage of

pedagogical intervention, applying the multisensory activities, some aspects such as

grammatical structures, concepts, and spelling rules were converted into classroom activities

that enhance constant interaction by using visual, auditory, and kinesthetic items or resources.

This change in teaching method connects perfectly with the foundational principles

underlined by Al-Malki (2022), who argued that simultaneous multisensory stimulation

prevents cognitive overload.

On the other hand, the post-evaluation after the pedagogical intervention showed a

significant improvement in writing performance across all evaluated aspects. These results

related to the post-test are connected with the findings of Nguyen and Tran (2023), who

applied a pre-test and post-test after the application of the approach in an English language

learning context and recorded a notable increase in students' level of writing, concluding that

the inclusion of sensory activities in a classroom environment enriches the teaching-learning

process more than traditional teaching instruction. Additionally, these improvements in

writing performance align with Parra’s Multisensory approach to reading comprehension

(2021), which demonstrates enhanced literacy-related processes such as visualizing and

paraphrasing, which are foundational to writing skills. Overall, the results suggest that a

multisensory approach is a valued didactic strategy for enhancing different areas of writing

as a meaningful pathway for encouraging more active, memorable, and effective language

learning experiences.

Nevertheless, there is an important aspect when comparing the results of this study

with the research of Smith and Jones (2021), where they stated that the multisensory approach

only shows a basic scratch, short-term benefits that can be limited to recognizing vocabulary,

instead of the production of phrases, sentences, or complex writing structures. Besides, in this

study, the aspects to be evaluated go beyond a simple lexical unit since it evaluates the

production of a sentence or paragraphs based on students’ level. Therefore, the present study

shows that multisensory activities/strategies enhance writing skills in areas such as forming

paragraphs or sentences to generate a complete idea.

CONCLUSIONS

As revealed by the findings of this research, there are sustained results regarding the analysis

of the effect of the multisensory approach to strengthen writing instruction in EFL students.

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Besides, a pre-test and post-test were applied to determine, based on the Breakthrough test,

just the writing section suitable for level A2. An experimental group of 33 students was the

aim of the present study to obtain the data. Therefore, the implementation of a multisensory

methodology had a positive effect and was statistically meaningful in the 7th-grade students’

writing performance. The increase in the academic flow demonstrates that traditional

methodologies can be changed with multimodal approaches in order to boost English

language production. By activating visual, auditory, and kinesthetic channels, learners reduce

their cognitive barriers, showing that this approach is suitable to foster long-term writing

abilities in EFL classrooms.

It is essential to highlight that, notwithstanding the value of the outcomes, this

research has some limitations that must be taken into account. Firstly, the research was

conducted on a sample of 33 students from a single classroom, which could be considered an

extrapolation of the results to a teaching environment with different aspects or characteristics

from others. Moreover, the pre-experimental design without a control group can restrict the

opportunity for direct comparisons with the regular teaching methods in the same context. In

the diagnostic evaluation stage, it was established that before the intervention, the seventh-

grade group revealed deficiencies in basic writing skills. The pre-test results show some

problems related to limited vocabulary and difficulty with structuring/building sentences to

generate a single paragraph. Consequently, this diagnosis stated that the conventional

approaches were not enough to reinforce writing skills, and it established a starting point that

justifies the need to try an innovative pedagogical approach.

Although the sample had some limitations, the results show a significant

improvement for every student who took the pre-test and post-test, demonstrating that

multisensory activities help develop writing skills. For learners with different learning styles,

a multisensory approach contributes to their performance since it brings multiple coordinated

channels of processing rather than single-mode teaching. (Mayer, 2021; Hattie, 2023). The

final evaluation stage after the intervention confirmed significant progress in learners’ writing

abilities. The aspects evaluated in the post-test section reveal that students had an

improvement in identifying vocabulary, structuring sentences, generating a single paragraph,

organization, and even in grammatical precision. As a result, comparing the final scores with

the initial ones confirms that multisensory activities are the direct cause of the students’

academic growth, validating the benefit of the research design.

The bottom line is that learning through the use of the five senses becomes valuable

and productive to enhance English learning because learners can achieve long-term retention

by identifying words and phrases through visual, kinesthetic, and auditory input (Prystauka

et al.,2023; Seidl et al., 2022). Ultimately, by integrating the diagnostic, instructional, and

assessment points, it is concluded that a multisensory approach works as an integrative

pedagogical practice instead of isolated activities. The empirical evidence throughout this

study demonstrates that visual, auditory, and kinesthetic stimuli integrated systematically in

a lesson plan or curriculum can change the way learners process and produce the language in

written form. It shows that a multisensory approach is essential to surpass the traditional

learning barriers, establishing a new background for developing literacy skills in young

learners.

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