Using sensory approach in classroom: Does it help L2 vocabulary learning?

Hiu Ching FUNG

Research output: ThesisHonours Projects (HP)


This paper reports an experimental study which examined the effectiveness of using the VARK sensory approach (visual, aural, read/write and kinesthetic) in learning L2 vocabulary and investigated which sensory preference (V, A, R or K) was more preferable in primary school setting. Data were collected through four experimental groups with 40 primary students studying in the same school in Hong Kong. They shared the same L2, English, and were divided into four groups randomly. Researcher adopted one of the sensory preferences (V, A, R or K) to teach vocabulary in each group. A pretest was administered 2 weeks before the experimental teaching, a posttest was administered right after the teaching and a delayed posttest was conducted 2 weeks later. Scores were analyzed within and between groups. The study found that aural modality group showed stronger effect on pronunciation while visual and kinesthetic modality groups showed strong delayed effect on meaning. It suggested that multiple modalities should be adopted in the classroom and the teaching strategies should be adjusted based on the students’ preferences and abilities.
Original languageEnglish
QualificationBachelor of Education (Honours)
  • XIE, Qin 謝琴, Supervisor
Publication statusPublished - 2016


  • Honours Project (HP)
  • Bachelor of Education (Honours) (English Language) (Four-year Full-time)
  • Programme code: A4B036
  • Course code: ENG4900


Dive into the research topics of 'Using sensory approach in classroom: Does it help L2 vocabulary learning?'. Together they form a unique fingerprint.