Engagement through kinesthetic approach: teaching english to adolescents

Abstract

This study aims to investigate student engagement in the classroom through the application of the kinesthetic approach, based on the studies of Flemming and Mills (1998). Learning styles within a classroom can be diverse, and depending on the teacher’s approach, these styles may or may not be supported. The theoretical framework for this research is based on the notion of learning styles proposed by Dunn R. and Dunn K. (1992). Considering that adolescents need constant stimulation to actively participate in English classes, several hands-on activities involving movement and group interaction were included. To support further exploration of the kinesthetic approach, Crandall (2022) and Tranquillo (2008) were considered. Additionally, the research also includes contributions from Brown (2007), Dörnyei (2005), and Gass and Selinker (2008) to discuss motivation. To analyze learners’ behavior, the study used both quantitative and qualitative methodologies, combining questionnaires and observations of four lessons. The research was conducted at a federal technical school in Pernambuco, with 35 students enrolled in the subject “Inglês I”.The results revealed that the kinesthetic approach promotes students’ engagement, motivation, and collaboration, making classes more dynamic and participatory. The results showed that the kinesthetic approach increases student engagement, motivation, and collaboration, making classes more lively. Furthermore, the approach required additional planning time from the teacher, as well as the development of appropriate strategies for conducting classroom activities and including introverted students. Overall, the research was successful in enhancing communication skills and creating an environment in which students felt more engaged.