Evaluating the Impact of Multisensory Instruction on Dyslexic Learners' Writing Skills in English Language Learning

Abstract

The objective of this research is to determine if the use of multimodal education may enhance the writing abilities and boost the self-assurance of dyslexic learners in the process of acquiring English language skills. The research was carried out in the Asir area of the Kingdom of Saudi Arabia. The study used a quasi-experimental approach and included pre-test and post-test evaluations. A cohort of sixty dyslexic learners were provided with multimodal teaching, whereas another cohort of sixty got conventional training. The data analysis, which included conducting ANCOVA and t-tests, revealed statistically significant enhancements in both the writing correctness and fluency of the experimental group. In addition, we observed a substantial increase in self-reported writing confidence among the individuals in the experimental group in comparison to those in the control group. These results suggest that the use of multimodal teaching may significantly enhance the writing abilities and self-confidence of dyslexic learners in English Language Learning (ELL) environments. These findings have significant ramifications for our educational approach.