enjoyment, flow state, intrinsic motivation, anxiety, kinesthetic learning, English Second Language, English Foreign Language, dance, vocabulary learning, vocabulary retention
This study investigates dance as an English Second Language (ESL) curriculum enhancement. The curriculum utilizes kinesthetic learning, which is a method seldom incorporated in formal academic classrooms (Pourhosein Gilakjani, 2011) despite evidence suggesting that it benefits all students, including those without kinesthetic learning preferences (Schumann, 1997). Supporters believe that the benefits of incorporating movement in the classroom include increased student enjoyment, motivation, and confidence in learning. However, these beliefs are merely anecdotal at present. This study analyzes quantitative questionnaires and qualitative feedback from 26 students who participated in a 4-week long Dance ESL curriculum to determine whether dance-based learning can boost students’ positive emotional responses to learning. We conclude that movement may have some merit as a curricular supplement by increasing positive emotional responses and vocabulary retention in an ESL setting
Original Publication Citation
Hanks, E., & Eckstein, G. (2019). Increasing English learners’ positive emotional response to learning through dance. TESL Reporter, 52(1), 72-93.
BYU ScholarsArchive Citation
Eckstein, Grant and Hanks, Elizabeth, "Increasing English Learners’ Positive Emotional Response to Learning Through Dance" (2019). Faculty Publications. 6365.
Brigham Young University Hawaii
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