Learning Through Movement: Kinesthetic Strategies for Vocabulary Acquisition and Retention in Primary and Secondary ESL and EFL Classrooms - A Systematic Review

Abstract

Vocabulary knowledge plays a crucial role in ESL and EFL learners’ language development; however, vocabulary retention remains a persistent challenge, particularly among primary and secondary school learners in conventional classroom settings. In response to this issue, kinesthetic or movement-based learning strategies have been increasingly explored as an alternative approach to vocabulary instruction. This study presents a systematic literature review of 15 empirical studies published between 2016 and 2024 that examined the effects of kinesthetic learning strategies on vocabulary acquisition and retention among ESL and EFL learners. Guided by PRISMA procedures, the review included peer-reviewed experimental and quasi-experimental studies involving primary and secondary learners, with vocabulary outcomes measured through pre- and post-intervention assessments. The reviewed studies employed strategies such as Total Physical Response, gesture-based learning, movement games, drama-based activities, and selected technology-assisted approaches. Overall, the findings indicate that kinesthetic strategies are associated with improved short-term vocabulary acquisition and, in several studies, enhanced vocabulary retention over time, particularly among young and lower-proficiency learners. In addition, many studies reported increased learner engagement and motivation during vocabulary instruction. This review highlights the potential of kinesthetic learning as an effective pedagogical approach for vocabulary development and provides evidence-based insights for educators seeking to incorporate movement-based strategies into ESL and EFL classrooms.