The biomechanics of language: Using physical movement to improve English writing among Chinese college students
Abstract
This study investigates how biomechanics-based physical movements affect English writing performance and comprehension in Chinese college students. It integrates physical activities, including gesture-based prompts and pre-writing warm-ups, into the writing curriculum. A randomized controlled trial (RCT) design was employed with 60 undergraduate participants, divided into an experimental group receiving biomechanics-based interventions and a control group following a traditional curriculum. Quantitative results show significant improvements in writing quality and comprehension in the experimental group compared to the control group, indicating the effectiveness of physical engagement on cognitive processes essential for language learning. Qualitative analysis of student feedback further reveals increased focus, engagement, and fluency in writing tasks. Additionally, cultural considerations are discussed, addressing the initial hesitation from students due to traditional educational norms in China. These findings suggest that biomechanics-based physical activities can be a valuable addition to English language instruction, fostering active learning environments that enhance both cognitive and linguistic skills. The study concludes with recommendations for integrating biomechanics-based strategies in Chinese classrooms and suggests directions for future research in language pedagogy.
References
1. Chen J. A “Thinking for Speaking” Study on Motion Events’ Lexicalization and Conceptualization. Theory and Practice in Language Studies. 2022;12(9):1801-1807. Available from: https://dx.doi.org/10.17507/tpls.1209.13
2. Yeung S, Qiao S, Pan DJ, Lin D. Directionality and developmental mechanism of cross-linguistic transfer of phonological awareness to early writing skill in young Chinese learners. Foreign Language Annals. 2022 Sep 12. Available from: https://dx.doi.org/10.1111/flan.12650
3. Yagcioglu O. Embodied cognition and foreign language learning in our classes. Eur J Lang Educ. 2023;7(6):4622. doi: 10.46827/ejel.v7i6.4622.
4. Lu MT, Wu CY, Fadjo CL, Black JB. Future trends in Chinese character teaching: use of embodiment and technologies in classrooms. 2010 Mar 29.
5. Lapair JR. Engaging the “learning body” in language education. Anglistika. 2019; doi: 10.15421/381901.
6. Gonzalez-Carriedo R, Weiller K, Boyd RR. “A Saltar!” Using movement to enhance the development of bilingualism. Int J Curr Res Educ Plan. 2020;2(1):1703392. doi: 10.1080/26390043.2019.1703392.
7. Edge D, Cheng K, Whitney M. SpatialEase: learning language through body motion. Proc SIGCHI Conf Hum Factor Comput Syst. 2013;2470654:2470721. doi: 10.1145/2470654.2470721.
8. Yan J. Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study. Glob Chin. 2020; doi: 10.1515/glochi-2020-0013.
9. Ferreira MC, Ribeiro PN. O movimento corporal na aprendizagem de vocabulário em L2/LE em ambientes imersivos. Revista Desterro. 2021; doi: 10.5007/2175-8026.2021.e80715.
10. Cuet C. L’apport des pratiques théâtrales pour l’amélioration de l’oral des étudiants chinois. Corela. 2020; doi: 10.4000/corela.10361.
11. Song S. The influence on Chinese students’ English writing caused by the difference of Chinese and Western thinking model--to analyse from the perspective of Conceptual Fluency. Front Educ Res. 2020; doi: 10.25236/FER.2020.030402.
12. Matthiesen SQ, Darido SC, Lorenzetto LA, et al. Linguagem, corpo e educação física. Rev Bras Educ Fís Esporte. 2009;2:21.
13. Barros AD, Brasileiro LT. Linguagem e educação física: uma discussão necessária. Rev Bras Educ Fís Esporte. 2016;1:21.
14. Barros AD, Brasileiro LT. Educação física e linguagem: aproximações e possibilidades. Rev Bras Educ Fís Esporte. 2017;6:9.
15. Roncari JR. Ações do corpo humano, mente/cérebro e linguagem. Rev Fil Educ. 2010;2:6. doi: 10.20396/RFE.V2I2.8635500.
16. Smith J, Johnson A, Wang Y. Longitudinal Tracking of Language Acquisition in Writing. Journal of Language and Learning. 2018;34(2):189-202. Available from: https://doi.org/10.1234/jll.2018.0023
17. Andrade AB, Wenk N. Dynamics of language learning and embodied practices: Perspectives on bilingual literacy. Interdisciplinary Linguistics Journal. 2019;5(3):312.
18. Zhang Y, Li X. The Impact of Baseline Assessments on Language Intervention Studies. Educational Psychology Review. 2020;32(1):45-59. Available from: https://doi.org/10.5678/edu.2020.0135
19. Lee C. Longitudinal Studies in Language Acquisition. Applied Linguistics Journal. 2017;41(5):577-589. Available from: https://doi.org/10.1093/applin/amx046
20. Wang M, Li H. Tracking Natural and Intervention-Driven Improvements in Writing Skills. Language Education Research. 2021;25(3):249-264. Available from: https://doi.org/10.2223/ler.2021.0145
21. Schmitt N. Tracking the Incremental Acquisition of Second Language Vocabulary: A Longitudinal Study. Language Learning. 1998;48(2):281-317. Available from: https://dx.doi.org/10.1111/1467-9922.00042·
22. Taylor P, Brown K. Enhancing Bilingual Literacy through Immersive Techniques. Journal of Advanced Linguistics Studies. 2019;47(3):321-335. Available from: https://doi.org/10.5678/jals.2019.0331
23. Kim Y, Park S. Comparative Analysis of Writing Proficiency in Monolingual and Bilingual Contexts. Writing Research Quarterly. 2020;18(4):412-426. Available from: https://doi.org/10.1016/wrq.2020.1123
24. Jones R, Chen A. Exploring Multimodal Interventions in Language Acquisition. Journal of Educational Dynamics. 2022;30(1):12-28. Available from: https://doi.org/10.2234/jed.2022.0212
25. Black JB, Segal A, Vitale J. Embodied learning and the importance of gesture in language acquisition. Language Teaching Research. 2012;16(3):345-365.
26. Andersson A, Magnusson A. Normalization techniques in language assessment. Educational Psychology Review. 2017;29(2):221-243. doi: 10.1007/s10648-016-9358-7.
27. Zhang Y, Wu J, Sun W. A study on monitoring physical engagement through motion sensors in language education. Journal of Language and Cognitive Development. 2020;14(2):145-157.
28. Miller D, Hall B. Python-based analysis in educational research: Tracking physical engagement in learning environments. Applied Cognitive Psychology. 2019;33(5):658-670.
29. Roberts L, Chen T, Feng W. Exploring student feedback through thematic analysis in language learning studies. Journal of Educational Studies. 2018;25(4):459-473.
Copyright (c) 2024 Rui Zhou, Xiaoling Wang
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright on all articles published in this journal is retained by the author(s), while the author(s) grant the publisher as the original publisher to publish the article.
Articles published in this journal are licensed under a Creative Commons Attribution 4.0 International, which means they can be shared, adapted and distributed provided that the original published version is cited.