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.
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