Exploring Pre-service ELT Students’ Perceptions of Emotionally Engaging Materials in Embodied Cognition-oriented Practicum Teaching

Embodied cognition conceptualizes learning as an interaction between the body, mind, and environment, suggesting that language learning can be enhanced through multisensory and emotionally engaging experiences. Despite its prominence in cognitive science, its application to English Language Teaching (ELT) materials remains underexplored. This study investigates pre-service ELT students’ perceptions of emotionally engaging materials (EEMs) within a practicum context. A total of 55 senior ELT students were introduced to embodied cognition principles and encouraged to integrate emotionally engaging and multimodal materials into their teaching over one semester. Fifteen students implemented these practices, and eleven provided reflective accounts, which were analyzed using qualitative thematic analysis. Findings indicate that EEMs enhanced learner motivation, participation, and classroom interaction, while also reducing anxiety and fostering confidence. Participants further emphasized the value of real-life relevance and multimodal engagement in supporting meaningful learning. The study highlights the potential of integrating embodied cognition principles into ELT materials and offers implications for teacher education and materials design.