Move to Learn: Implementing kinesthetic strategies in english classes for ADHD students

Abstract

This study explores the implementation of kinesthetic strategies in English as a Foreign Language (EFL) classrooms to support students with Attention Deficit Hyperactivity Disorder (ADHD). Given the unique learning needs of ADHD students, traditional teaching methods often fail to engage them effectively. This research examines how movement - based activities enhance concentration, participation, and overall language acquisition. Through qualitative methodologies, including classroom observations and interviews with teachers, the study identifies specific kinesthetic strategies that foster improved learning outcomes. Findings suggest that integrating movement into lessons helps ADHD students maintain focus, process information more efficiently, and retain vocabulary and grammar concepts better than conventional approaches. Additionally, educators report increased student engagement and a more dynamic classroom environment. The study concludes that kinesthetic strategies offer a promising alternative for inclusive EFL instruction, advocating for their broader implementation in educational settings to accommodate diverse learning styles and improve overall student performance.