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

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.