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The Impact of Multi-Sensory Brain-Based Learning on Reading Comprehension of Chinese College EFL Learners

Dr. Zheng

Abstract


The study investigates how multi-sensory brain-based learning (MBBL) influences Chinese EFL learners reading comprehension using a mixed-methods design. Qualitative interviews and observations show that visual, auditory, kinesthetic, and tactile activities enhance engagement, reduce anxiety, and improve retention. Quantitatively, a quasi-experiment comparing MBBL instruction with traditional teaching reveals significantly greater reading gains in the MBBL group, indicating stronger cognitive processing and comprehension. Together, the ffndings demonstrate the pedagogical value of MBBL and its effectiveness in improving reading performance, suggesting that integrating multi-sensory strategies into EFL curricula can better address learner needs and promote more interactive, learner-centered reading instruction.

Keywords


Multi-sensory learning; Brain-based learning; Reading comprehension; Chinese EFL learners

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References


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DOI: http://dx.doi.org/10.70711/cle.v2i8.8341

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