Kinesthetic Students’ Perceptions of Effective English Learning Strategies in ELT Classrooms
DOI:
https://doi.org/10.17977/um038v8i32025p192-205Keywords:
Kinesthetic learners, Students perception, English learning strategiesAbstract
In English language learning, acknowledging students’ diverse learning styles is essential for effective instruction. This study explores the preferred strategies of kinesthetic learners in ELT classrooms and how these approaches support their learning. Using a qualitative case study design, two kinesthetic students from an 11th-grade class were interviewed through semi-structured Zoom sessions. Thematic analysis was employed to interpret the data. Findings indicate that kinesthetic students are more motivated and engaged when lessons include active strategies such as games, project-based learning, role-playing, and outdoor activities. These students highlighted the value of teacher explanation, especially when combined with hands-on tasks, to enhance understanding. The use of physical movement helps them maintain focus, reduce boredom, and strengthen skills in critical thinking, collaboration, and comprehension. Without appropriate adaptation to their learning preferences, these students may become disengaged and experience decreased performance. This research underscores the importance of inclusive teaching methods that align with students’ learning styles. Teachers are encouraged to integrate structured instruction with interactive elements to create a more effective and student-centered learning environment. Adapting strategies to meet the needs of kinesthetic learners can foster better academic outcomes and increase classroom participation, making learning more meaningful for them.
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