The Role of Multisensory Approach in Fostering Student Well-Being in English Language Teaching for Young Learners: English

Anastasia Vena; Yohanes Gatot Sutapa Yuliana; Regina

doi:10.25217/jed.v3i01.4784

Authors

Anastasia Vena Universitas Tanjungpura Pontianak, Indonesia
Yohanes Gatot Sutapa Yuliana Universitas Tanjungpura Pontianak, Indonesia
Regina Universitas Tanjungpura Pontianak, Indonesia

DOI:

https://doi.org/10.25217/jed.v3i01.4784

Keywords:

multisensory, well-being, english young learners

Abstract

This study examined the role of multisensory approaches in enhancing student well-being in learning English as a foreign language (EFL). By integrating multisensory approaches into learning strategies, the study aimed to address language anxiety, a significant barrier for EFL learners. The study used a qualitative library research method to gather and evaluate existing literature and data from diverse sources. It is designed as a qualitative meta-synthesis, which entails gathering and synthesizing qualitative research and theoretical works to uncover major themes and patterns to provide a complete framework for early language teaching methods. The focus on young learners, who often experienced high levels of language anxiety, highlighted the complexity of learning English and the potential of multisensory approaches to mitigate these challenges. The study underscored the importance of considering student well-being in the EFL learning process, suggesting that teachers should incorporate multisensory strategies to enhance language acquisition and overall student well-being. The findings intended to guide curriculum designers, educators, and policymakers, emphasizing the benefits of multisensory approaches in EFL teaching. This research aimed to provide valuable insights for improving English teaching methods and as a foundation for future studies on the impact of multisensory approaches on student well-being and language learning.

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