The effect of multisensory approaches and metacognitive strategy training on English vocabulary learning in students with specific learning disabilities: An action research

This study examines how metacognitive language learning strategies and multisensory teaching can be applied in foreign language instruction for students diagnosed with specific learning disabilities (SLD). This research is planned as action research. A series of interventions aimed at enhancing English language learning for students with SLD. The study was carried out during the 2021-2022 academic year in Edirne, Turkey, with three middle school students diagnosed with learning disabilities. The interventions focused on teaching metacognitive strategies such as planning, attention, self-monitoring, and self-evaluation to students with multisensory materials which activate various sensory channels to enhance memory retention through multiple neural connections and support motivation. Data collection included pre- intervention and post-intervention interviews with teachers, students, and parents. Prior to and after the interventions, teachers completed the "Learning Disability Evaluation Form for Foreign Language Teachers," and students filled out the "Metacognitive Learning Strategy Checklist for Students." During the inerventions, observations were made and audio recordings utilized. Also, researcher diaries are used through the process. To assess the effectiveness of the intervention in terms of vocabulary learning, students were evaluated based on "vocabulary knowledge criteria". The findings showed positive developments in students' language learning outcomes, despite individual differences in progress. The results demonstrate that the "Metacognitive Strategy and Multi-sensory Supported Support Room Language Learning Model (MSCD-LTLM)" developed and applied during this study cyclically trigger the implementation of multi-sensory learning and use of metacognitive strategies during the language learning experience of the students with specific learning disabilities and improve the students' language learning. Therefore, it emphasizes the importance of using multi-sensory and metacognitive methods together in foreign language education for students with specific learning disabilities. This study provides a model for inclusive and adaptable teaching methods in the context of foreign language learning, offering practical insights for educators working with students facing learning difficulties.