Multisensory Instruction and Beta Oscillations Modification in Vocabulary Retention at Pre-school Level: A QEEG Study

Document Type : Research Article

Authors

Farnaz Farrokh Alaee ¹

Hassan Soleimani ²

Hossein Haghir ³

Alireza Aghayusefi ⁴

Manoochehr Jafarigohar ⁵

¹ Department of foreign languages, Islamic Azad University of Mashhad

² Department of Linguistics and Foreign Languages, Payam-e-Noor University, Tehran, Iran

³ Department of Anatomy and Cellular biology, Mashhad University of Medical Sciences, Iran

⁴ Department of Psychology, Payame-Noor University,Tehran, Iran

⁵ Department of Linguistics and FLs, Payame-Noor University, Tehran, Iran,

https://doi.org/10.22067/lts.2025.94051.1357

Abstract

To investigate the impact of the multisensory method at the pre-school level, this study employed beta-waves during vocabulary retention. Six EFL learners were assigned to two groups: non-multisensory and multisensory. The comparison of the results of pre- and post-brain records denoted no significant differences in beta frequency ranges between the groups. A significant correlation was found between learners’ mean score on the post-test and the increase in beta wave-frequencies on Fp1-Fp2-regions at post-records in the multisensory-group; however, the case study analysis showed decreases in beta1 wave frequencies in the non-multisensory-group. The topography-inspections demonstrated increases in high-beta-wave frequencies in the prefrontal cortex in both groups and activity localization on the para-hippocampal in the multisensory post-records. The statistical results of non-parametric tests on groups’ mean scores revealed no significant difference between experimental and control groups. The study concluded the promising role of multisensory teaching to improve retention at the pre-school level.

Highlights

 

Keywords

Beta Waves

Foreign Language Vocabulary Retention

Multisensory Teaching

QEEG

Short-Term Memory

Subjects

• Language Education

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References