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The aim of this study was to investigate the effectiveness of using multisensory approach in enhancing the achievement and retention of English language vocabulary amongst intermediate stage female students with EFL learning disabilities. A quasi-experimental model was adopted as an experimental methodology where a standardized intelligence test (R.Cattel IQ scale) and a researcher –prepared vocabulary achievement test were used as research tools. The subjects (N = 116) were selected from two intermediate schools in Taif. A criterion was applied to select students with learning disabilities. The sample was divided randomly into two groups: control and experimental. Both groups were pre-tested to assure that they were equivalent. The control group (N=10) were taught through traditional method, while the experimental group(N=12) were taught through multisensory approach during the first term of the school year(1435-1436H). The experiment lasted for six weeks, then the vocabulary achievement was applied.  One month later, the VAT delayed test was applied. In order to process the results of the study groups statistically, the researcher used the computerized program: Statistical Package for Social Sciences (SPSS). Mann-Whitney U Test, normal distribution Z, Wilcoxon signed ranks test and effect size of Wilcoxon were used in this study. Results revealed that multisensory approach had a positive effect on vocabulary achievement and retention of the students with learning disability. Keywords : Multisensory Approach, EFL, Learning Disabilities, English Vocabulary, KSA. DOI: 10.7176/JEP/11-9-17 Publication date: March 31 st 2020

journal of education and practice

The Effectiveness of Using Multisensory Approach in Enhancing Achievement and Retention of English Vocabulary Amongst Intermediate Female Students with EFL Learning Disabilities