INTRODUCTION:

This paper investigated the effectiveness of multisensory approach employing video text material and role play on English proficiency of young adults. English, in India, is a second language as it is used as “Lingua Franca” between speakers of widely diverse language (Allen, 1965). According to VARK Model, there are 4 types of learning styles- Visual, Auditory, Read-Write and Kinesthetic (Fleming, 2001). Learning style differences an individual can be a source of variability on second language learning (Fillmore and Valadez, 1986).

According to Taljaard (2016), we have five senses by which we interact with our environment, but the way of processing the information is distinct in different people.

It is these different processing methods that are called Preferred Learning Styles (Halperin, 2003.) According to Mercer and Mercer, multisensory approach is also known as VAKT (Visual Auditory Kinesthetic Tactile) Model. Students learn best when teaching method employs different modalities. This approach makes use of all the senses of learners and incorporates the learning styles for visual, auditory, kinesthetic and tactile learners. In multisensory approach, all the instructions and information are given through visual, auditory, kinesthetic and tactile modes. According to Cameron, (2001, P.142), children make links between what they see, hear and write in words.

Knowledge of English plays a very important role in higher studies. If students want to be successful in their career, they must be proficient in English. According to Schneider and Ever (2009), multisensory instructions should be used for teaching literacy to English language learners. Their research findings indicate that multisensory structured language instruction produced good result in case of struggling learners. According to the Principle of Dual Coding, when information enters the brain through multiple channels, the limited processing capability of each individual channel is overcome, enabling higher information processing.

Significance of the Study:

Multisensory learning techniques have proved to be facilitating development of second language and foreign language. It enhances vocabulary and grammar skills. Multisensory approach is helpful in young adults ESL classrooms. Multisensory learning helps learners in knowing their predominant learning style that suit them best. According to Bassano (1982), teachers must use activities involving maximum, if not all, senses in order to teach non-academic students to communicate.

REVIEW OF LITERATURE:

Jie Wu, in his study to examine the relationship among multisensory approach, personal factors and second language learning outcomes on sample of 157 students, found that multisensory approach had positive correlations with second language learning outcomes.

Bassma Basheer Nomass (2013), conducted a case study to highlight the role of modern technology in teaching of English as a second language. The result revealed that most of the students prefer using technology in developing their language skills. Bava Harji, Alavi and Letchumanan (2014), in their experimental study examined the effects of viewing captioned instructional videos on EFL learners content comprehension, vocabulary acquisition and language proficiency. The sample revealed that although both the groups were benefited, the experimental group was benefitted more. The effects of viewing captioned instructional videos were greater on vocabulary acquisition and language proficiency development than on content comprehension.

Bahman Gorjian, Hayati and Barazandeh (2012) in their study to investigate the effect of multisensory art modalities on vocabulary acquisition examined the visual and tactile, music and kinetic art modalities. The sample comprised of 60 Primary Students of Public School. Survey Method was employed and data were collected through students’ interest inventory and three experimental pre and post tests run before and after the treatment period. Data were analyzed using independent t-tests. The findings showed that there was a significant difference between teaching English through visual, tactile and development of language learners at the initial stage. The results indicated that the teaching of English can be affected through tactile and visual modalities.

According to Caudill (1998) and Gadt Johnson (2000), a common link among researchers is the belief that teachers should include at least three basic learning modalities (Auditory, Visual and Tactile) in each teaching presentation to meet the needs of most students.

RESEARCH QUESTIONS:

Is there any statistically significant difference (a £ 0.01) in the young adults English language proficiency due to the teaching strategy (multisensory approach and traditional method).

HYPOTHESES:

Following hypotheses were formulated:

H₁– There would be no significant difference between the pre test and post test scores of English Language Proficiency of Young Adults of Experimental Group.

H₂– There would be no significant difference between the pre test and post test scores of English Language Proficiency of Young Adults of Control Group.

H₃– There would be no significant difference between the post test scores of English Language Proficiency of Young Adults of Control Group and Experimental Group.

RESEARCH METHODOLOGY:

For the present study, experimental method (pre and post test design) was used.

Participants:

The sample comprised of young adult students of Class XII of one Chhattisgarh Board based School. The participants were divided into two groups: 40 in Experimental Group and 40 in Control Group. Purposive sampling technique was used to select the sample and then the sample was randomly assigned to the two groups.

Material Instrument:

In this study, two approaches have been used for teaching English Language – Multisensory Approach using Video Text Material and Role Play and traditional Chalk and Talk Method. A self designed test based on the Class XII English Book of CGBSE was used for data collection. Validity and reliability were established.

Procedure:

80 young adult learners of Class XII of one CGBSE school were chosen on the basis of their English marks in Grade XI. Then these 80 students were randomly divided into experimental and control groups. Each group comprised of 40 participants (20 males and 20 females). They were taught the same material but with different techniques.

The experimental group was taught using Multisensory Modalities. The experimental group watched the video of instructional material. Then they were given the task of role play. The control group was taught by traditional Chalk and Talk Method by the teacher. This continued for 4 weeks. Each session lasted for 50 minutes. Both the groups covered the vocabulary and grammar part of General English for Class XII, published by SCERT, Chhattisgarh, Raipur.

Statistical Techniques:

To test the hypotheses, descriptive methods (Mean, Standard Deviation and t-test, correlate t) were used. Summary is given in the table.

ANALYSIS AND INTERPRETATION:

Table 1: Significance of difference between the means of pre and post test scores in the English language proficiency of the young adults of Experimental Group

S.No.	Test	N	M	S.D.	df	Correlated t
1	Pre Test	40	46	7.18	39	23.25
2	Post Test	40	55.3	7.5	39	23.25

Table 2: Significance of difference between the means of pre and post test scores in the English language proficiency of the young adults of Control Groups

S.No.	Test	N	M	S.D.	df	Correlated t
1	Pre Test	40	45.72	7.18	39	17
2	Post Test	40	49.47	7.04	39	17

Table 3: Significance of difference between the means of post test scores in the English language proficiency of the young adults of Experimental and Control Groups

S.No.	Test	N	M	S.D.	df	Correlated t
1	Post Test [Control]	40	49.47	7.04	78	3.62
2	Post Test [Experimental]	40	55.3	7.5	78	3.62

RESULTS:

Table 1 shows that mean and standard deviation of pre test of experimental group is 46 and 7.18, the Mean and S.D. of post test of experimental group is 55.3 and 7.5

The correlated t valve is 23.25 which is significant at 0.01 and .05 level with the degree of freedom 39. Thus it can be interpreted that there is significant difference between pre and post test of Experimental Group. Thus Hypothesis No. 1 is rejected.

Table 2 shows that mean and standard deviation of pre test of control group is 45.72 and 7.18, the Mean and S.D. of post test of control group is 49.47 and 7.04

The correlated t valve is 17 which is significant at 0.01 and .05 level with the degree of freedom 39. Thus it can be interpreted that there is significant difference between pre and post test of Control Group. Thus Hypothesis No. 2 is rejected.

Table 3 shows that mean and standard deviation of post test of control group is 49.47 and 7.04, the mean and standard deviation of post test of experimental group is 55.36 and 7.5

The correlated t valve is 3.62 which significant at 0.01 and .05 level with the degree of freedom 78. Thus it can be interpreted that there is significant difference between post tests of Control and Experimental Groups. Thus Hypothesis No. 3 is rejected.

Specifically our results suggest that language proficiency increases when multisensory approach utilizing visual, auditory, kinesthetic and tactile modalities are used in teaching.

DISCUSSION:

Findings show that calculated t was greater than table value. Significant difference was found between control and experimental groups in post test and also in the pre and post test scores of experimental group. This indicates that experimental group performed better than control group.

It can be concluded that multisensory techniques facilitates the understanding level of students.

REFERENCES:

1. Barazandeh E., Gorjian B. and Hayati M. (2012), An Evaluation of the Effects of Art on Vocabulary Learning through Multisensory Modalities. Iranian EFL Journal, 8(4), 28-49.

2. Bavaharji M., Alavi Z.K. and Letchumanan K. (2014), Captioned Instructional Video: Effects on Content Comprehension Vocabulary Acquisition and Language Proficiency. English Language Teaching, 7(5). Retrieved on February 2016 from http://dx.doc.org/10.5539/elt.v7n5pl.

3. Best J.W. and Kahn J.V. (2012), Research in Education, 10^th Edition, New Delhi: Prentice Hall, India.

4. Caudil G. (1998), Matching Teaching and Learning Styles, Technology Connection, 4(8), 11-14.

5. Fleming N.D. (2001), Teaching and Learning Styles: VARK Strategies. Christ Church, Newzealand: Neil D. Fleming.

6. Nomass, B.B. (2013), The Impact of using Technology in Teaching English as a Second Language. English Language and Literature Studies, 3(1), 111-116

Received on 22.09.2018 Modified on 21.11.2018

Int. J. Rev. and Res. Social Sci. 2019; 7(2):444-446.

DOI: 10.5958/2454-2687.2019.00035.2