The role of biomechanics in enhancing cognitive function and learning outcomes in English language teaching
Abstract
Language learning, traditionally taught through memory and repetition, often overlooks the role of physical movement in enhancing cognitive and linguistic abilities. Theories like embodied cognition and motor learning suggest that cognitive functions are closely linked to physical actions. Research suggests that posture, gestures, and movement can improve language processing and comprehension. However, the practical integration of biomechanical principles into structured language teaching remains underexplored. Previous studies on gesture-based learning and movement-enhanced vocabulary acquisition indicate potential benefits but lack a comprehensive approach. This study introduces a series of biomechanical interventions in English language teaching, including posture training, movement-based vocabulary learning, sensory-motor integration, and kinesthetic learning techniques. A quasi-experimental design with 115 12–16-year-olds was used for 8 weeks. The experimental group received biomechanical interventions, and the control group received traditional teaching. Cognitive function and language outcomes were assessed pre-and post-assessment. The experimental group showed significant cognitive function improvements, with scores rising from 78.5 ± 5.6 to 89.3 ± 4.8, while the control group showed only a minor change (77.9 ± 5.8 to 80.7 ± 5.5, t = 4.56, p = 0.002, d = 1.78 In the experimental group, vocabulary scores increased from 85.6 ± 7.4 to 92.3 ± 6.2 (t = 3.22, p = 0.008, d = 1.03). Memory improvement correlated strongly with vocabulary acquisition (r = 0.68, p = 0.003). Also, engagement frequency increased (p = 0.004).
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