INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Aug 14, 2026 166 51

Teaching German Words and Verbs in Motion: A Quasi-Experimental Study with Swiss French-Speaking Secondary School Students

Magali Descoeudres 1 * ,
Vincent Hagin 2
1 Department of Teaching and Research Unit in Physical Education and Sport, University of Teacher Education of Vaud, Switzerland2 Department for Sports Education, Swiss Federal Institute of Sport, Switzerland* Corresponding Author
International Journal of Changes in Education, 3(4), 2026, 411-419, https://doi.org/10.47852/bonviewIJCE52024914
Online publication date: Sep 22, 2025
Publication date: Aug 14, 2026
Full Text (PDF)

ABSTRACT

The theory of Embodied Learning is founded on the notion that the body and mind are inextricably linked during the learning process and encourages active student engagement both inside and outside the classroom. A daily challenge for many French-speaking students in Switzerland is learning German words and verbs. Teachers can support students in overcoming this challenge by offering active learning opportunities seen as Embodied Learning activities. This quasi-experimental study tests the following hypotheses: (a) students memorize more vocabulary in motion, (b) words or verbs learned in motion are memorized in the longer term than those learned traditionally, and (c) movement-based learning does not have a significant influence on spelling. A total of 73 French-speaking Swiss secondary school students (M age = 13.1 years) participated in this study. The participants were exposed to both traditional and embodied teaching methods for a period of three months. The results of this study highlight the benefits of Embodied Learning, including (i) long-term vocabulary memorization, (ii) short- and long-term verb acquisition, and (iii) improved spelling of words and verbs. Notably, the findings underscore the potential of physical engagement to mitigate disparities between boys and girls, suggesting that it may serve as a catalyst for enhancing the efficacy of foreign language learning. The findings of this study call into question the effectiveness of traditional teaching and education methods while highlighting the potential benefits of Embodied Learning in foreign language education.

KEYWORDS

active teaching and learning Embodied Learning movement-based learning foreign language learning

CITATION (APA)

Descoeudres, M., & Hagin, V. (2026). Teaching German Words and Verbs in Motion: A Quasi-Experimental Study with Swiss French-Speaking Secondary School Students. International Journal of Changes in Education, 3(4), 411-419. https://doi.org/10.47852/bonviewIJCE52024914
Harvard
Descoeudres, M., and Hagin, V. (2026). Teaching German Words and Verbs in Motion: A Quasi-Experimental Study with Swiss French-Speaking Secondary School Students. International Journal of Changes in Education, 3(4), pp. 411-419. https://doi.org/10.47852/bonviewIJCE52024914
Vancouver
Descoeudres M, Hagin V. Teaching German Words and Verbs in Motion: A Quasi-Experimental Study with Swiss French-Speaking Secondary School Students. International Journal of Changes in Education. 2026;3(4):411-9. https://doi.org/10.47852/bonviewIJCE52024914
AMA
Descoeudres M, Hagin V. Teaching German Words and Verbs in Motion: A Quasi-Experimental Study with Swiss French-Speaking Secondary School Students. International Journal of Changes in Education. 2026;3(4), 411-419. https://doi.org/10.47852/bonviewIJCE52024914
Chicago
Descoeudres, Magali, and Vincent Hagin. "Teaching German Words and Verbs in Motion: A Quasi-Experimental Study with Swiss French-Speaking Secondary School Students". International Journal of Changes in Education 2026 3 no. 4 (2026): 411-419. https://doi.org/10.47852/bonviewIJCE52024914
MLA
Descoeudres, Magali et al. "Teaching German Words and Verbs in Motion: A Quasi-Experimental Study with Swiss French-Speaking Secondary School Students". International Journal of Changes in Education, vol. 3, no. 4, 2026, pp. 411-419. https://doi.org/10.47852/bonviewIJCE52024914

REFERENCES

  1. Presence Switzerland. (2024). Langues [Language]. Retrieved from: https://www.aboutswitzerland.eda.admin.ch/en/language
  2. Macedonia, M. (2019). Body and mind. Babylonia Journal of Language Education, 3, 10–11. https://babylonia.online/index.php/babylonia/article/view/324/277
  3. Piccardo, E., & North, B. (2020). The dynamic nature of plurilingualism: Creating and validating CEFR descriptors for mediation, plurilingualism and pluricultural competence. In S. M. C. Lau & S. van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 279–301). Springer. https://doi.org/10.1007/978-3-030-36983-5_13
  4. de Mauro, T. (1977). Il plurilinguismo nella società e nella scuola italiana [Plurilingualism in the Italian culture and school]. In Atti dell’VIII Congresso Internazionale di Studi, 10(1), 87–101.
  5. Hofmeyr, H. (2022). Why do girls do better? Unpacking South Africa’s gender gap in PIRLS and TIMSS. International Journal of Educational Development, 94, 102648. https://doi.org/10.1016/j.ijedudev.2022.102648
  6. Huang, Z. (2023). Exploring gender differences in language learning. In Proceedings of the 2nd International Conference on Education, Language and Art, 543–554. https://doi.org/10.2991/978-2-38476-004-6_67
  7. Ng, C. W. (2018). Gender difference in preferences for second language vocabulary learning strategies: A pilot study. Bulletin of Advanced English Studies, 1(2), 160–171. https://doi.org/10.31559/baes2018.1.2.4
  8. Rakhmonalievna, A. G. (2022). Vocabulary learning strategies in German as foreign language lessons. American Journal of Social and Humanitarian Research, 3(1), 339–341. https://doi.org/10.31150/ajshr.v3i1.815
  9. Urban, E., & Raguet, C. (2021). Esprit et corps, ce qu’en dit Descartes [Mind and body, descartes’ perspective]. Revue de Psychologie Analytique, 10(1), 83–96. https://doi.org/10.3917/rpa1.010.0083
  10. Yoo, J., & Loch, S. (2016). Learning bodies: What do teachers learn from embodied practice? Issues in Educational Research, 26(3), 528–542. https://search.informit.org/doi/10.3316/informit.509461144367301
  11. Varela, F. (1996). Invitation aux sciences cognitives [Invitation to cognitive science]. Seuil.
  12. Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19–39. https://doi.org/10.1177/1477878518822149
  13. Skulmowski, A., & Rey, G. D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3(1), 6. https://doi.org/10.1186/s41235-018-0092-9
  14. Asher, J. J. (1969). The total physical response approach to second language learning. The Modern Language Journal, 53(1), 3–17. https://doi.org/10.2307/322091
  15. Eschenauer, S., Tellier, M., & Zappa, A. (2022). Encorporer les langues vivantes: Reconnaître la place du corps pour enseigner et pour apprendre [Incorporating modern languages: Recognizing the role of the body in teaching and learning]. Travaux Interdisciplinaires sur la Parole et le Langage, 38, 1–22. https://doi.org/10.4000/tipa.4790
  16. Kosmas, P., Ioannou, A., & Zaphiris, P. (2019). Implementing embodied learning in the classroom: Effects on children’s memory and language skills. Educational Media International, 56(1), 59–74. https://doi.org/10.1080/09523987.2018.1547948
  17. Barsalou, L. W. (2020). Challenges and opportunities for grounding cognition. Journal of Cognition, 3(1), 31. https://doi.org/10.5334/joc.116
  18. Haque, A., Ariansyah, M. R., Wiladyah, N. C., & Sari, R. N. (2024). Teaching vocabulary in a digital era: A study on tools and techniques for engaging English learners. IREELL: Indonesian Review of English Education, Linguistics, and Literature, 2(2), 225–245. https://doi.org/10.30762/ireell.v2i2.4433
  19. Brooks, N., & Goldin-Meadow, S. (2016). Moving to learn: How guiding the hands can set the stage for learning. Cognitive Science, 40(7), 1831–1849. https://doi.org/10.1111/cogs.12292
  20. Nation, I. S. P. (1990). Teaching and learning vocabulary. HarperCollins.
  21. Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching. Cambridge University Press.
  22. Mathias, B., Andrä, C., Schwager, A., Macedonia, M., & von Kriegstein, K. (2021). Twelve- and fourteen-year-old school children differentially benefit from sensorimotor-and multisensory-enriched vocabulary training. arXiv Preprint:2102.04720.
  23. Alagözlü, N., & Kiymazarslan, V. (2020). Current perspectives on vocabulary learning and teaching. Cambridge Scholars Publishing.
  24. Jusslin, S., Korpinen, K., Lilja, N., Martin, R., Lehtinen-Schnabel, J., & Anttila, E. (2022). Embodied learning and teaching approaches in language education: A mixed studies review. Educational Research Review, 37, 100480. https://doi.org/10.1016/j.edurev.2022.100480
  25. Örün, Ö., & Akbulut, Y. (2019). Effect of multitasking, physical environment and electroencephalography use on cognitive load and retention. Computers in Human Behavior, 92, 216–229. https://doi.org/10.1016/j.chb.2018.11.027
  26. Luo, S., Ismail, L., binti Ahmad, K, N., & Guo, Q. (2024). Using process drama in EFL education: A systematic literature review. Heliyon, 10(11), e31936. https://doi.org/10.1016/j.heliyon.2024.e31936
  27. Aden, J. (2013). De la langue en mouvement à la parole vivante : Théâtre et didactique des langues [From moving language to living speech: Theatre and language teaching]. Langages, (192), 101–110. https://doi.org/10.3917/lang.192.0101
  28. Filipini, Cearon., I., & Pedroso de Moraes Feltes, H. (2020). Neuroscience role in the foreign language teaching and learning. Ciências & Cognição, 25(1), 43–60.
  29. Skoning, S. N., Wegner, T., & Mason-Williams, L. (2017). Teaching vocabulary through movement: What are the outcomes for children? Journal of Research in Childhood Education, 31(1), 1–8. https://doi.org/10.1080/02568543.2016.1242519
  30. Tamimy, M., Rashidi, N., & Koh, J. H. L. (2023). The use of cooperative learning in English as foreign language classes: The prevalence, fidelity, and challenges. Teaching and Teacher Education, 121, 103915. https://doi.org/10.1016/j.tate.2022.103915
  31. Zhang, L., & Tsung, L. (2021). Learning Chinese as a second language in China: Positive emotions and enjoyment, System, 96, 102410. https://doi.org/10.1016/j.system.2020.102410
  32. Soleimani, H., Mohammaddokht, F., & Fathi, J. (2022). Exploring the effect of assisted repeated reading on incidental vocabulary learning and vocabulary learning self-efficacy in an EFL context. Frontiers in Psychology, 13, 851812. https://doi.org/10.3389/fpsyg.2022.851812
  33. Zhang, R., & Zou, D. (2022). A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning. Computer Assisted Language Learning, 35(9), 2790–2816. https://doi.org/10.1080/09588221.2021.1896555
  34. Mathias, B., Andrä, C., Mayer, K., Sureth, L., Klingebiel, A., Hartwigsen, G., . . . , & Kriegstein, K. (2020). How can we learn foreign language vocabulary more easily? Frontiers in Young Minds, 8, 89. https://doi.org/10.3389/frym.2020.00089
  35. Venzin, C. (2019). Überfachliche kompetenzen als schlüsselkompetezen [Cross-curricular competences as key competences]. Babylonia Journal of Language Education, 3, 50–57. https://babylonia.online/index.php/babylonia/article/view/324/277
  36. Tran, C., Smith, B., & Buschkuehl, M. (2017). Support of mathematical thinking through embodied cognition: Nondigital and digital approaches. Cognitive Research: Principles and Implications, 2(1), 16. https://doi.org/10.1186/s41235-017-0053-8
  37. Thierry, G., & Rebuschat, P. (2020). An introduction to the cognitive neuroscience of second and artificial language learning. Language Learning, 70, 5–19. https://doi.org/10.1111/lang.12408
  38. Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume. Retrieved from: https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
  39. Segura, M., Barón, J., & Roquet, H. (2022). Productive vocabulary learning in pre-primary education through soft CLIL. Open Linguistics, 8(1), 297–327. https://doi.org/10.1515/opli-2022-0194
  40. Fan, N. (2020). Strategy use in second language vocabulary learning and its relationships with the breadth and depth of vocabulary knowledge: A structural equation modeling study. Frontiers in Psychology, 11, 752. https://doi.org/10.3389/fpsyg.2020.00752
  41. Thornbury, S. (2002). How to teach vocabulary. Pearson.
  42. Han, L. (2024). Metacognitive writing strategy instruction in the EFL context: Focus on writing performance and motivation. SAGE Open, 14(2), 21582440241257081. https://doi.org/10.1177/21582440241257081
  43. Guan, C. Q., & Meng, W. (2022). Facilitative effects of embodied English instruction in Chinese children. Frontiers in Psychology, 13, 915952. https://doi.org/10.3389/fpsyg.2022.915952
  44. García-Gámez, A. B., & Macizo, P. (2023). Gestures as scaffolding to learn vocabulary in a foreign language. Brain Sciences, 13(12), 1712. https://doi.org/10.3390/brainsci13121712
  45. Descoeudres, M. (2023). The activity of Physical Education trainee teachers across emotionally significant situations experienced on school placement. Swiss Journal of Educational Research, 45(2), 190–201. https://doi.org/10.24452/sjer.45.2.9
  46. Chen, X., Guo, S., Zhao, X., Fekri, N., & Noughabi, M. A. (2024). The interplay among Chinese EFL teachers’ enthusiasm, engagement, and foreign language teaching enjoyment: A structural equation modelling approach. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 67. https://doi.org/10.1186/s40862-024-00293-x
  47. Nicksic, H., Lindt, S. F., & Miller, S. C. (2020). Move, think, learn: Incorporating physical activity into the college classroom. International Journal of Teaching and Learning in Higher Education, 32(3), 528–535.
  48. Mavilidi, M.-F., Okely, A. D., Chandler, P., & Paas, F. (2016). Infusing physical activities into the classroom: Effects on preschool children’s geography learning. Mind, Brain, and Education, 10(4), 256–263. https://doi.org/10.1111/mbe.12131

LICENSE

Creative Commons License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.