Cognitive and biomechanical interactions in language acquisition: A comparative case study of English and Japanese teaching for nonnative speakers

Article ID: 894

Abstract

This study investigates the interplay between cognitive processes and biomechanical methods in language education, focusing on English and Japanese instruction for Chinese university students. A mixed-methods approach, combining quantitative experiments and qualitative feedback, was employed to evaluate the effectiveness of biomechanical teaching strategies compared to traditional methods. Over a 12-week intervention, students in the experimental group, who experienced biomechanical techniques involving gestures, physical activities, and multi-sensory inputs, consistently outperformed their counterparts in the control group. Notably, the experimental group achieved higher mean scores in vocabulary (English: 85 vs. 75; Japanese: 78 vs. 68), grammar (English: 82 vs. 73; Japanese: 85 vs. 70), and listening comprehension (English: 88 vs. 77; Japanese: 80 vs. 72), with statistically significant differences (p < 0.01 for most metrics). Additionally, effect sizes (Cohen’s d) were calculated to determine the practical significance of these findings. The effect sizes ranged from d = 1.60 to d = 2.08, indicating large and practically significant differences between the experimental and control groups. Qualitative data revealed enhanced engagement, memory retention, and motivation among students exposed to biomechanical methods. The cross-linguistic comparison highlighted that English learner benefited most from multi-sensory vocabulary acquisition techniques, while Japanese learners exhibited substantial improvements in grammar and listening comprehension through interactive activities. These findings not only demonstrate the adaptability of biomechanical approaches but also underline their potential for broader application across other languages and cultural settings. For instance, languages with tonal systems, such as Mandarin or Thai, could leverage gesture-based methods to reinforce pitch and tone distinctions, whereas languages with complex morphology, like Arabic or Finnish, might benefit from kinesthetic exercises targeting morphological structures. Furthermore, educational settings with resource constraints can integrate low-cost, physical movement-based interventions, making biomechanics a scalable solution. By tailoring these methods to align with specific linguistic features and cultural learning preferences, educators can enhance their global applicability, paving the way for interdisciplinary innovation in language teaching. The study provides strong empirical evidence supporting the integration of biomechanics into language education, emphasizing its potential to enhance learner performance and satisfaction in a globalized learning environment.