Teachers’ experiences using multisensory methods to develop vocabulary in young learners.

Abstract

This research examined the experiences of English educators who employ the multisensory method to improve vocabulary in young learners. The inquiry underscored the importance of vocabulary for students' communication and language development, yet habitual memorization often limits student engagement and retention. Using a qualitative phenomenological design, data were obtained through semi-structured interviews with five English language educators in the province of Santa Elena. The results indicated that the implementation of visual, auditory, tactile and kinesthetic elements, such as songs, flashcards, games and total physical response, favored vocabulary retention, as well as motivation and participation. Teachers described the approach as participatory and inclusive, as it allows children to associate words with real-life situations. However, they also found challenges related to time management and scarcity of resources. The study concluded that multisensory methods have a positive and effective impact on vocabulary learning and suggested teacher training along with institutional support to encourage their implementation in early English language teaching.