THE IMPACT OF KINESTHETIC TEACHING GAMES ON EFL SKILL DEVELOPMENT AMONG PRIMARY SCHOOL KINESTHETIC LEARNERS: A QUASI-EXPERIMENTAL STUDY

GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 16 | 2025 Multidisciplinary Scientific Journal October, 2025 234 DOI: https://doi.org/10.5281/zenodo.17522760 THE IMPACT OF KINESTHETIC TEACHING GAMES ON EFL SKILL DEVELOPMENT AMONG PRIMARY SCHOOL KINESTHETIC LEARNERS: A QUASI-EXPERIMENTAL STUDY Dilbar Rustamovna Boyliyeva ANNOTATION This quasi-experimental study investigates the effectiveness of kinesthetic teaching games in enhancing English as a Second Language (ESL) skills among primary school students identified as kinesthetic learners. Using a pre-test/post-test control group design, the study compares the outcomes of an experimental group engaged in physically interactive, game-based learning activities with a control group taught through traditional textbook-based methods. Grounded in Kinesthetic Learning Theory, Game-Based Learning (GBL), and Total Physical Response (TPR), the intervention incorporated activities such as role-playing, movement-based vocabulary games, and embodied storytelling. Results showed that the experimental group experienced significantly greater improvements in vocabulary acquisition, grammar comprehension, and speaking fluency. The use of mixed methods—including quantitative test data and qualitative observations, surveys, and interviews—provided a comprehensive analysis of both academic performance and learner engagement. The study supports the integration of kinesthetic strategies in ESL instruction for learners with tactile learning preferences and highlights the cognitive and motivational benefits of active learning in early language education. Keywords: Kinesthetic learning, ESL instruction, primary education, game-based learning, Total Physical Response (TPR), language acquisition, active learning, learning styles, educational intervention, mixed-methods research. GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 16 | 2025 Multidisciplinary Scientific Journal October, 2025 235 This study employed a quasi-experimental research design, specifically a pretest/post-test control group design, to evaluate the effectiveness of kinesthetic teaching games in improving English as a Second Language (ESL) skills among kinesthetic learners in primary school. This design was chosen because it allows for the comparison of outcomes between two groups—one receiving the experimental intervention (kinesthetic, game-based instruction) and one serving as a control (traditional instruction)—without requiring random assignment, which is often impractical in educational settings. The study was conducted over a period of ten weeks and aimed to evaluate the effectiveness of kinesthetic, game-based instruction in improving English as a Second Language (ESL) skills compared to traditional textbook-based teaching methods. The participants were divided into an experimental group and a control group, both taught by the same teacher to ensure consistency in instructional quality and curriculum content. In addition to test scores, observational checklists, student surveys, and teacher interviews were used to gather qualitative data regarding student engagement, behavior, and perceptions of the learning experience. This mixed-methods approach enriched the analysis by capturing not only measurable academic improvement but also the social and emotional aspects of learning. This research design was selected to align with the study's purpose: to explore whether innovative kinesthetic teaching games are more effective than traditional methods for teaching ESL to primary students who are identified as kinesthetic learners. By measuring performance before and after the intervention and incorporating direct classroom observations and feedback, the design aimed to yield reliable and educationally meaningful results. The intervention was explicitly designed to align with the following pedagogical frameworks: • Kinesthetic Learning Theory approach emphasizes the importance of bodily movement in the learning process. Research supports that kinesthetic activities GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 16 | 2025 Multidisciplinary Scientific Journal October, 2025 236 enhance memory and understanding by engaging learners physically and cognitively. • Game-Based Learning (GBL) principles guided the structure of classroom games, fostering engagement, motivation, and experiential learning. Through play, students were more likely to remain attentive and internalize language structures. • Total Physical Response (TPR) served as a foundational method for integrating movement into language learning, especially for introducing verbs and actionrelated vocabulary in a low-pressure, high-engagement format. The specific activity types integrated throughout the sessions included: first of all, Role-playing and Drama Activities allowed students to practice language in realistic, communicative contexts. For example, learners acted out simple dialogues or improvised scenes using newly introduced vocabulary and grammatical structures. This method aimed to promote active use of the language in meaningful ways. Then Movement-Based Vocabulary Games such as word relay races or movement-matching activities helped learners form associations between new words and physical actions, thus supporting stronger memory recall. Also students participated in storytelling sessions that incorporated expressive gestures to support comprehension and oral production. Teachers modeled actions corresponding to story elements, which students then mimicked during retelling. And one more Total Physical Response (TPR), in this method, teachers issued verbal commands (e.g., "stand up," "clap your hands") and students physically responded, reinforcing vocabulary and listening comprehension through embodied practice. The expected outcomes of the intervention included improved vocabulary retention, enhanced grammar comprehension, and increased speaking fluency. It was anticipated that the physical involvement in learning would lead to greater cognitive engagement and deeper processing of the language content. The teacher’s role during the intervention was to facilitate the kinesthetic activities, ensuring alignment with GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 16 | 2025 Multidisciplinary Scientific Journal October, 2025 237 instructional goals while offering corrective feedback and adapting tasks to match student needs. The teacher also monitored student participation and engagement throughout, adjusting the activities as needed to maximize effectiveness and maintain motivation. Participants were identified based on two main criteria, according to learning style preference and language proficiency. The VARK Learning Styles Inventory (Version 7.8), developed by Fleming and Mills (1992), was administered to determine each student's preferred learning modality. Only those students who demonstrated a dominant kinesthetic learning preference were included in the study. Kinesthetic learners typically benefit from tactile, hands-on activities and physical movement as part of the learning process, making them ideal subjects for the intervention being tested. The next criteria to ensure baseline comparability between the two groups, students’ current English proficiency levels were reviewed using a short diagnostic test and teacher evaluations. This step ensured that learners in both groups were at similar stages of language development prior to the intervention. To maintain consistency, both groups were taught by the same ESL teacher, ensuring that differences in outcomes could be attributed to the instructional methods rather than teaching style or classroom management. The data used for this analysis consists of test scores from two groups of Yuksalish school students. Group 1, the kinesthetic learners, engaged in innovative teaching games that required physical movement and interaction with the learning material. Group 2, the traditional learners, followed conventional classroom teaching methods. The performance of these students was measured in two tests: Test 1 (pre-intervention) and Test 2 (post-intervention). GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 16 | 2025 Multidisciplinary Scientific Journal October, 2025 238 Figure 1 Average score descriptive statistics for both groups The average scores for each group were calculated for both preand post-intervention tests, as well as the difference in scores (post-intervention score minus pre-intervention score). The differences between Test 1 and Test 2 scores for both groups were analyzed. The kinesthetic group showed an average score improvement of 11-12 points across all students, while the traditional group demonstrated an average improvement of 5-6 points. This suggests that the kinesthetic approach led to a greater improvement in students’ performance compared to the traditional approach. GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 16 | 2025 Multidisciplinary Scientific Journal October, 2025 239 Figure 2 Test Score Improvement between Kinesthetic and Traditional Group Based on the results of the t-test and the average score improvements observed in the two groups, it can be concluded that the use of innovative teaching games for kinesthetic learners provides a significant improvement in their English language learning outcomes compared to traditional teaching methods. The kinesthetic approach, which engages students in physical and interactive learning, seems to enhance the retention and application of English language skills more effectively than conventional methods in this context. GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 16 | 2025 Multidisciplinary Scientific Journal October, 2025 240 References: 1. Ishmuhamedov R., Methodology of using interactive methods and pedagogical technologies in the educational process, Tashkent, 2008 2. Jumayeva M. “Importance of Individual Learning Styles during Learning Process”, Termez State University, 2020 3. Fleming N.D., Mills C., VARK Learning Styles Inventory (Version 7.8), 1992 4. Khan S.S., “Improving the professional competence of primary school English teachers in the professional development system”, Uzbekistan World Languages University, 2023 5. Shireen Mostafa Ahmed Abd El Kader, "The Effect of Using some Kinesthetic Activities on Developing EFL Language Performance for the Primary Governmental Language Stage Students". Faculty of Education, Ain Shams University, 2018