From Boredom to Mastery: The Effect of Multisensory Grammar Methods on Reducing Boredom and Enhancing Retention among Young Language Learners

Grammar instruction has traditionally been perceived as one of the most monotonous and cognitively draining components of English language teaching, particularly for young learners who require stimulation, movement, and meaningful engagement. This study examines the effectiveness of three multisensory grammar teaching methods—mime-based instruction, Smart Board flashcard puzzles, and Scratch animation videos—in enhancing grammar mastery, improving long-term retention, and reducing boredom among young Iranian EFL learners. Sixty female learners aged ۷ to ۱۲ from an elementary-level language institute in Isfahan participated in this quasi-experimental study. The learners were assigned to three intact classes, each receiving one of the multisensory treatments across eight instructional sessions. Grammar mastery was assessed through a post-test, retention through a delayed post-test, and boredom through a pre- and post-intervention administration of an adapted Multidimensional State Boredom Scale. Classroom observations were also conducted to provide qualitative support for the quantitative findings. Results revealed significant differences among the instructional groups. Learners in the Scratch animation group achieved the highest scores in both immediate and delayed grammar assessments, indicating superior mastery and long-term retention. This group also demonstrated the greatest reduction in boredom, while the Smart Board flashcard puzzle group showed the highest post-intervention boredom levels. Observational data further confirmed higher engagement, emotional involvement, and attentional focus in the animation-based group. Overall, the findings highlight the strong potential of multisensory, playful, and technology-enhanced instruction in improving grammar learning and reducing boredom among young EFL learners.

کلیدواژه ها:

Multisensory Methods ، Boredom ، Grammar Mastery ، Retention ، Young Language Learners