Abstract
This study investigates the effects of multi-sensory art modalities on vocabulary acquisition. The following art modalities were examined: (a) visuals and (tactile) (b) music (auditory) and kinetics. Thus 60 primary students of public schools were surveyed. Data were collected through the student interest inventory and three experimental pre-tests and post-tests were run before and after the treatment period which lasted three month. Independent t-tests analyses were used and the findings revealed that there was a significant difference between teaching English through visual, tactile, and the development of language learners at the beginner level. The results showed that the teaching English can be affected through visual and tactile modalities (p<0.05). This study suggests that English language teachers should be encouraged the learners to use artistic modalities more consciously than they are currently used.
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