Résumé:
Grounded in Embodied Cognition Theory, which posits that cognitive processes are deeply
rooted in bodily interaction with the environment, this study investigated the impact of
movement-based activities on vocabulary retention among first-year EFL learners at
Baghoul Abd Rahman Middle School in Taher (Jijel). A mixed-method design was
adopted: an experiment with three intact classes of 78 students, divided into two
experimental groups and one control group, and a questionnaire administered to 19 EFL
teachers. The control group received instruction based on the official competency-based
method, while the experimental groups were taught using movement-based strategies,
including Total Physical Response (TPR), games, gestures, and miming. Over a three-
week period, five instructional sessions were delivered, followed by immediate post-tests
and a delayed post-test fifteen days later. The experimental groups demonstrated
significantly higher short-term retention, with sustained long-term gains particularly for
unfamiliar and action-oriented vocabulary. Teachers’ responses reflected overall positive
attitudes toward the integration of movement-based instruction, despite acknowledging
practical limitations such as time constraints and insufficient resources. The findings
highlight the pedagogical relevance of embodied learning and the incorporation of
movement-based activities as a supplement to existing instructional practices in Algerian
EFL classrooms.
