The impact of applying the multisensory approach to enhance the writing process in 7th-grade students
DOI:
https://doi.org/10.53877/skpy3505Palabras clave:
multisensory learning, writing skills, english language teaching, educationResumen
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.
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Derechos de autor 2026 Cristina Elizabeth Jácome Benítez, Daniela Alejandra Bonilla Yucailla
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
