





































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 5, No. 3, 2024 

www.scholink.org/ojs/index.php/elsr 

39 
 

Original Paper 

The Use of Language Learning and Teaching Material from a 

Perspective of Embodied Cognition 

Yongchun Zhao1 

1 School of English Studies, Xi’an International Studies University, Xi’an, China 

 

Received: May 25, 2024          Accepted: June 19, 2024        Online Published: July 12, 2024 

doi:10.22158/elsr.v5n3p39          URL: http://dx.doi.org/10.22158/elsr.v5n3p39 

 

Abstract 

The use of Language Learning and Teaching (LLT) materials directly affects the realization of the 

function of LLT materials, language teaching and learning effects. The traditional teaching ideas that 

teach what has said on the textbook ignoring the dynamic interaction of students’ body, cognition and 

environment, which caused physical and mental separation, and affects the embodied experience of 

language learning process. Teachers should change the way LLT materials are used to promote students’ 

embodied experience and effectiveness of language learning in both cognitive and behavioral level. 

Based on the embodied cognition theory, this qualitative study will examine how an EFL teacher used 

the different LLT materials practice the embodied English language teaching in Primary School. This 

study also attempts to examine verify the acceptability and effectiveness of embodied English teaching 

through practice.  

Keywords 

LLT material use, primary English teaching, embodied cognition, experiential learning 

 

1. Introduction 

Under the background of exam-oriented education, traditional English language teaching process in 

primary schools is usually dominated by teachers and the indoctrination of knowledge. More attention 

are paid to the accumulation of knowledge and the growth of grade, but little to students’ physical and 

mental state. This kind of trend leads to “cramming” phenomenon, ignoring students’ individual 

embodied experience of language learning. Although many English teachers try to change the style of 

teaching and promote the effectiveness of language teaching, it seems that they still can not get rid of the 

traditional teaching philosophy. The role of students’ bodies, emotions, attitudes and experience has not 

been explored in a real sense. Thus, more attention should be paid to the value of students’ life experience 

and the meaning construction in their embodied experience of English language learning (Wang, 2007). 



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Meanwhile, the role of LLT materials should be sure of a place in classroom ecology (Guerrettaz & 

Johnston, 2013). Embodied cognition theory emphasizes context, embodiment, and interaction, which 

conforms to the characteristics of primary school teaching (Yang, 2015, pp. 3-10). Therefore, embodied 

cognition theory can help English teachers, according to the learning context, optimize their teaching 

methods, the way LLT material used, and promote both students’ understanding of English language and 

embodied experience of language learning. Because “...the human mind -- and therefore language -- 

cannot be investigated in isolation from human embodiment” (Evans & Green, p. 44). Our cognition 

comes from the body, the body also affects cognition. “In other words, our construal of reality is likely 

to be mediated in large measure by the nature of our bodies” (Evans & Green, p. 45). In language learning, 

cognition, body and the environment are integrated, which jointly promote the development of learners’ 

behavior. Embodied cognition emphasizes the participation of mind and body in experience and in the 

interaction of physical environment. LLT materials, as an important part of classroom environment, 

should take more interaction with the language teaching and learning. 

This study examined teacher’s LLT material use in English language teaching class from a embodied 

cognition perspective in primary schools, aiming to stimulate students’ learning interest and promote 

efficient language learning in primary school English classes. This study also provided theoretical and 

practical significance. Embodied cognition, as a theory of psychology, has been applied to the field of 

education, and also been a central idea in cognitive linguistics (Evans & Green, 2006). This study 

explains the LLT material use in design of English teaching from an embodied cognition, which provides 

a new way for primary school English teaching and a new perspective for LLT material research. It also 

examines how human body play a role in cognition, and promote language learning. Thus, this study 

contributes to the application of the embodied cognition theory in practice of language teaching. 

Meanwhile, it provides some practical implication for English language teaching by taking learners’ 

embodied experience into consideration. Teachers should take develop LLT materials according to 

different embodied experience, and carry out metaphor teaching to promote students’ schematic 

construction of abstract knowledge in LLT materials. 

 

2. Literature Review 

2.1 Language Learning and Teaching Materials (LLT materials)  

In recent years, empirical inquiry into how materials are used in language learning settings like 

classrooms has emerged as a “groundbreaking” area of research. Generally speaking, language learning 

and teaching materials refer to materials for language learning and teaching, which can be defined from 

macro level and micro level. In a broad sense, language learning materials are all materials used for 

learning, such as textbooks, handouts, readings, online resources, newspapers, magazines and etc. In a 

narrow sense, it mainly refers to textbook utilized by students in class (Li, 2008).  

Tomlinson and Masuhara (2017) defined materials as “anything that can be used by language learners to 

facilitate their learning” (p. 2). Similarly, Guerrettaz and Johnston (2013) described materials as “any 



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artifacts that prompt the learning and use of language in the language classroom” (p. 779). These 

definitions suggest that LLT materials comprise a much greater diversity of entities than textbooks alone, 

which is the narrow focus of most existing language learning and teaching materials research. Moreover, 

though these definitions allow for many ‘kinds’ of materials, such vague descriptions of materials as 

“anything” (Tomlinson & Masuhara, 2018) or “any artifact” (Guerrettaz & Johnston, 2013) leave 

researchers in need of more concrete and exacting language and constructs for different types of materials.  

The existing definitions (Tomlinson & Masuhara, 2018, p. 2; Guerrettaz & Johnston, 2013, p. 779) 

overlook the complexities of materials, including how they affect language learners and teachers, 

language pedagogy, and language use, and (b) focus on limited types of materials—namely, textbooks. 

Existing definitions of ‘LLT materials’ tend to be vague and, in many instances, overly focused on the 

out-of classroom development of materials. Based on seven empirical studies of material use (Engman 

& Hermes, 2021; Guerrettaz, 2021; Harwood, 2021; Hasegawa, 2021; Kim & Canagarajah, 2021; 

Matsumoto, 2021; Sert & Amri, 2021), Guerrettaz et al. (2021) define the LLT materials as follows: (a) 

physical entities, (b) texts, (c) environments, (d) signs, and (e) technologies within the perceptual field 

of the learner(s) or teacher(s); these are used with the ultimate intention of facilitating LLT and in some 

sort of principled way. It is observable that the concept of language learning and teaching material has 

been greatly extended. Not only textbook, laptop computer, online dictionary, but anything that belongs 

to those five categories and can facilitate learning can be counted as language learning and teaching 

materials. According to the empirical nature of this study and the various language learning materials the 

participants used in their study, this study will take Guerrettaz et al’s categories as a working definition 

to explore how the EFL teacher use various LLT materials in design of the embodied English language 

teaching. 

2.2 LLT Material Use 

The term “material use” has been put forward for several decades. Decades ago, Hutchinson’s (1996) 

unpublished thesis described materials use as a “dynamic and complex interaction of the teacher, learners 

and the textbook itself (…) influenced by a number of factors” (p. ii). More recently, Matsumoto (2019) 

defined ‘materials use’ as “the ways that participants in language learning environments actually employ 

and interact with materials” (p. 179). Both recent definitions of ‘materials use’ come from empirical 

research and underscore ‘interaction and action’ with LLT materials, though the nature of these remains 

unclear. Furthermore, these vague definitions fail to address other dimensions and complex phenomena 

that materials use seemingly involves (Guerrettaz et al., 2021). 

Therefore, while proposing the definition of language learning and teaching materials, Guerrettaz et al. 

(2021) also clearly defined material use. Guerrettaz et al thought “In language learning and teaching, 

materials use refers to entangled and emergent intra-action(s) among the teacher(s) and/or learner(s) and 

one or more LLT materials, which are precipitated by human participants but realized through distributed 

agency” (2021, p. 16). In their definition, several terms are pivotal, namely, the teacher, leaner, LLT 

materials, and agency. This definition emphasized the interrelation between those terms rather than 



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focused on materials separately. Thus, it provides a operative definition for the study of dynamic material 

use. 

2.3 Previous Studies on LLT Material Use 

Foreign research on language learning and teaching material use mainly focused on the use of textbook 

in early times. Since 21st century, foreign scholars realized the insufficiency of textbook research by 

only textual analysis and began to advocate the research on the textbooks’ actual use. Therefore, the 

research on English textbook has been furthered to a certain degree in this period. For example, 

Tomlinson and Masuhara (2017) investigated how English teachers compile and select teaching materials. 

They found teacher’s principle of textbook compilation, selection and use, such as additions, deletions, 

adjustments, simplifications and expansions of content. They seldom considered the learner and the 

learning effects associated with the LLT materials. Harwood (2014) systematically expounded the 

development, design, and use of LLT materials. He fully considered the needs of learners, and makes up 

for the deficiencies in the research development of English textbooks.  

In terms of the use of textbooks by teachers, research in developing countries are mainly focused on 

teachers’ actual use of textbooks and differences in textbook use. However, American scholars focus on 

the prevalence of textbook use and how teachers plan and teach through textbooks. Obviously, the latter 

paid more attention on the relation between language teaching and LLT material use. Also, LLT material 

use endowed the classroom “unpredictability” (Guerrettaz, 2021, p. 16). Menkabu and Harwood (2014) 

discussed different teachers’ conceptualization and use of learning material in a medical English course 

by the metaphor of the textbook; similar study was showed in Zacharias’s (2005). In one word, their 

study revealed that the textbook is indispensable in language teaching. In addition, Toledo (2020) adopted 

the random sampling method to explore how teachers add cultural representation in the use of textbooks. 

The study showed a creative use of textbook. Carabantes and Paran (2022) discussed the teacher’s design 

of learning material for their class by adopting the activities in another textbook. Grammatosi and 

Harwood (2014) investigated an experienced teacher’s use of textbook on an academic English course, 

proving that teacher’s use of textbook was affected by teacher’s professional knowledge and students’ 

characteristics.  

Differently, Hadley (2014), Jakonen (2015) and Rather (2017) examined the effectiveness of teacher’s 

use of material. Also, teacher’s enactment of curriculum material has also been deeply explored (Li, 2020; 

Li, 2021; Li & Harftt, 2018; Li & Harftt, 2017; Li & Xu, 2020; Li & Xu; 2021;). Ulla and Perales (2021) 

found that language teacher can act as material writer because they may according to the class develop 

personal textbook.  

Students’ employment of textbooks also been a research focus in recent years. Matsumoto (2021) 

examined both teacher and students’ use of material in multilingual writing classroom interactions. The 

study showed that there exist close association between teacher and students’ use of material in the 

classroom ecology. In addition, in a special issue in the Modern Language Journal, some scholars 

specifically researched the various LLT materials that students used, which include smartphone, land, 



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natural environment, students-generated materials, activities, etc. (Engman & Hermes, 2021; Guerrettaz, 

2021; Harwood, 2021; Hasegawa, 2021; Kim & Canagarajah, 2021; Matsumoto, 2021; Sert & Amri, 

2021). Those studies greatly expanded the definition of language learning materials.  

In the past 20 years, domestic LLT material use research has made some progress in theory, empirical 

research and method discussion (Tao & Gu, 2020). Many scholars introduced research perspectives, such 

as POA (Bi, 2010) theory, embodiment experience (Zuo & Wang, 2021; Liu & Jiao, 2021), and the 

analysis of learners’ acceptance of learning materials, the function of material, etc. Some scholars even 

put forward that students are at the core of LLT materials, thus encouraging more research on use of LLT 

material from students’ perspective (Xu & Liu, 2023). 

In terms of empirical studies, in recent decade, some scholars have investigated the status quo of LLT 

material use of teachers and students. For example, some scholars found that college teachers lack 

autonomy in selecting and using textbooks (Zhang & Song, 2014; Paik, 2014; Zhang et al., 2021a). By 

investigating students’ use of textbooks, some scholars found that students are very dependent on 

textbooks. It can be seen that there are differences in LLT material use among the students and teachers. 

At the same time, the use of teaching materials can also reflect the problems existing in the teaching 

materials. For example, Zhang et al. (2021b) investigated the use of textbook in Chinese universities and 

found that there were some problems in the content, genre and cultural characteristics of teaching 

materials.  

Other scholars focused on the process of LLT materials use. For example, research on teaching material 

use strategies found that teachers adopt reading, evaluation, adding, deletion, modification, adjustment, 

replacement, supplementation and omission, reflection and improvement strategies toward teaching 

materials (Xu & Fan, 2017). At the same time, the textbooks also functioned as a mediational tool for 

teaching and learning activities, such as using to prepare lessons, giving lessons, design the final 

examinations, etc. (Lin & Zhan, 2015; Han et al., 2021). Su et al. (2023) Based on the theory of language 

socialization, conducted an ethnographic study to explores the acceptance behavior of six foreign 

language undergraduates to professional textbooks. The results show that students’ acceptance behavior 

of teaching materials is mainly manifested in teaching material understanding, strategy use and emotional 

experience. The results show that students’ individual agency and their interaction with teachers and 

teaching materials affect students’ learning behavior. The study suggested that the future LLT materials 

research should pay attention to students’ individual experience in the use of teaching materials.  

In the mean while, the effects of using LLT materials were also examined. Some scholars found use of 

textbooks can influence the students’ thinking (Zhang & Yang, 2023), language awareness (Chan, 2017), 

learning of pragmatic knowledge (Barón & Celaya, 2022) and writing skills (Sukmawan et al., 2021), 

learning motivation and attitude. For example, the use of video games can improve students’ motivation 

to learn language (Shakhmalova & Zotova, 2023). Technology, as a kind of LLT material (Guerrettaz et 

al., 2021) also exert influence on student’s learning. For example, translation software and electronic 



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textbooks APP have proved to have a positive role in promoting students’ learning achievement (Chang 

& Chen, 2022; Xodabande & Hashemi, 2022). 

At present, the research on textbook use in primary school is of insufficiency. The perspective of textbook 

research needs to be transferred urgently from text to classroom, from the textbook object to teacher-

student subject and from the description analysis to practical application (Chang & Yang, 2023). What’s 

more, more attention should be paid to textbook practice and the interactive relationship in practice (Li 

& Cheng, 2023). Thus, based on the above mentioned, this study tries to answer the following two 

questions by concentrating on teacher and LLT material, and the language teaching in English class. 

1) How teacher use the LLT materials in design and practice of embodied English language teaching? 

2) What are students’ attitude and individual experience in the embodied English language teaching? 

2.4 Embodied Cognition and English Language Teaching  

In the field of cognitive linguistics, Lakoff and Johnson (1999) proposed that cognition cannot be 

separated from the body. Human cognition and experience are embodied, and thus name the second 

generation of cognitive science “embodied cognition”, which makes up for the defect of “mind/body 

dualism” of the early cognitive science (Evans & Green, 2006, p. 46). At the same time, they proposed 

three hypotheses about embodied cognition: the mind is embodied in nature; thinking is mostly 

unconscious; abstract concepts are mostly metaphorical (Lakoff & Johnson, 1999, pp. 36-58). Among 

them, “mind is embodied” is its core idea. That is, it emphasizes that human cognitive activities are based 

on its physiological structure, the process of sensory perception and movement, and the interaction 

between body and environment. 

Rosch et al. (1993) proposed that “embodiment” should be understood from two perspectives: First, our 

perception of the world stems from our body’s sensorimotor system; Second, the sensorimotor system is 

embedded in the body, and the body is embedded in the environment. For example, in their experiment, 

Williams and Bargh (2008) found that when the subjects got a cup of hot coffee, they think the staff is 

enthusiastic, while when they got a cup of cold coffee, they think the staff is indifferent. This suggests 

that body’s experiences of temperature can affect impressions of others, and that the body and the 

interaction between the body and the environment can affect cognition (pp. 606-607). 

Ye (2010) interprets embodied cognition from three aspects: first, the body provides the content of 

cognition; secondly, body affect cognition; finally, cognition exists in the body, and the body exists in 

the environment, and the three is a unity. Therefore, context is vital to cognition (pp. 705-710). In short, 

the embodied cognition emphasizes the embodiment, experience, and contextualized process of the 

subject’s cognition.  

From a embodied cognition perspective, designing English teaching by using various LLT materials, 

students can not only rely on the abstract knowledge in the textbooks, but also experience and internalize 

the knowledge with their bodies in the environment. The present English teaching in most class in China 

emphasizes “input” of knowledge, but ignores the process of learner experiencing the knowledge. 

Traditional cognitive science advocates the mind/body dualism. In language teaching and learning, the 



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development of students’ thinking ability and the acquisition of objective knowledge are required. 

Although its’ contribution to the traditional classroom, it also causes lacks of knowledge construction 

and communication (Wang et al., 2014). Embodied cognition challenges the traditional concept. It 

advocates the contextualization and interaction of language teaching and learning. Students can 

experience, discover and internalize knowledge in the interaction between the body and the environment 

(Ye, 2015).  

 

3. Methods 

This study takes a qualitative method to explore the teacher, Cherry’s design and practice of embodied 

English language teaching by using various LLT material and students’ attitude and experience toward 

such kind of class. The following parts will introduce the context, participants, data collection and data 

analysis methods. 

3.1 The Context of the Study 

This classroom-based research is set in a Grade six classroom in X Primary School in A City in China. 

X Primary School is a full-time primary school with outstanding feature on foreign language education. 

English is taught in small-sized class, which is consisted of 34 students. Language skills, such as listening 

and speaking are emphasized in the class. Various LLT materials, like textbook, PPT, teacher-generated 

materials, are widely used in the English class; other complementary LLT materials are often used 

because prescribed textbook are usually difficult and demanding. The English class is one hours every 

time for five times a week and consists of 48 class hours. This course adopts the assessment method of 

summative assessment in the form of test in the middle and final in the semester. The following table 

show the detailed information of English class.  

3.2 The Participants 

The participants include one English teacher Cherry and six students (Pseudonyms have been used for 

confidentiality.). In order to enable them to provide maximum information for the research questions, 

this research selected participants through “purposeful sampling” (Denscombe, p. 34) for efficient 

information. Table 3 showed the derailed information about participants.  

 

Table 1. Information about Cherry 

Teacher participants Gender age Education background teaching age 

Cherry female 38 Bachelor degree in English major 14 

 

Table 2. Information about Students Participants 

Student Participants  D W H Y X Z 

Gender female female male male female female 

age 12 11 12 13 12 12 

Year of learning English 4 5 5 5 6 5 

English score of last semester 106 104 108 107 103 110 

 



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3.3 The Role of Researcher  

As a student teacher, the researcher take part in the class for four times a week. The main task of the 

researcher in the class is to assist Cherry for some activities and observe how the class is going. Therefore, 

the researcher and the participants have some similar experience, and can better understand their behavior 

in the class from the perspective of both the student and teacher. However, researcher did not directly 

participate in the participants’ learning activities. Therefore, there is both a connection and a distance 

between the researcher and the participants. Such a role of research not only has a certain positive 

significance for the analysis of research findings, but also ensures the objectivity of the research. 

3.4 Ethical Consideration 

Informed consent was obtained for all participants in the study, and confidentiality was addressed by 

using letters to instead their true name. In order to address the issue of respondent validity, all 

transcriptions of interviews and lesson observations in form of classroom discourse were given to the 

participants to member check.  

3.5 Data Collection 

The study lasted for one semester. Data in this study semi-structured interview, classroom observations, 

and artifact materials (documents, text, pictures, etc.) audio and video recording of the class. Teacher’s 

interviews were conducted according to the teachers’ process of designing and implementing the 

curriculum. Each interview was conducted after finishing one unit of the textbook. The teacher interview 

were totally six times. The students’ interview was designed according to six aspects: the relation 

between LLT materials and life, the effect of memory, learning interest, teaching methods, teacher’s 

body language, games. The students’ interview was conducted at the beginning, in the middle and at the 

end of the semester with a totality of 18 times, every participant three times. Classroom observations 

were video-recorded and audio-recorded. Observational field-notes were kept with a totality of 17 time. 

The artifacts materials included students’ books, auxiliary PowerPoint (PPT) slides, and all the 

supplementary materials used in class. Data generated from these instruments were triangulated with 

each other to enhance the trustworthiness of the study. The following table showed a sorting a data. 

 

Table 3. The Sorting of Data 

Sorting of data Totality   Purpose  

Classroom observation 17 (audio-record, video-record, 

and field-notes), 300000 words in 

all 

Record the classroom dynamic and 

interaction of teacher, students and 

LLT materials 

Teacher and Students 

interview  

6 (teacher interview) +18 (every 

student participant three times) 

130000 words in all 

Know about how teacher use LLT 

materials to design and implement 

embodied language teaching and its 



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effectiveness; students’ attitude 

toward and experience in the class 

Artifacts materials  148 (textbooks, PowerPoint 

(PPT) slides, and all the 

supplementary materials used in 

class) 

Used to provide background 

knowledge about what and how 

teacher used them 

 

3.6 Data Analysis 

A stepwise process of presenting and reducing the data was followed for the qualitative analysis to 

identify emergent patterns and themes (Miles & Huberman, 2014). In the first phase, all of the interviews 

and classroom observations were transcribed verbatim. The observational data, were categorized into 

lesson segments on the basis of the teaching activities to capture the interaction between teacher, students, 

and LLT materials. For instance, each lesson was first broken down into segments according to the 

boundaries of the activities and tasks. Then within each activity or task, the observational data, which 

took the form of classroom discourse, were categorized under several themes, such as learning 

vocabulary from shopping activities, practice listening via video materials, and speaking by telling about 

their daily life, sharing interesting story, etc. All of the artifact materials were categorized according to 

the lesson segments and further analyzed to provide readers with the background of what students did 

with those materials. The thick description of all data sources was employed to provide readers a much 

fuller picture of what is happening inside the classroom, which will in turn reinforce the trustworthiness 

of this study.  

In the second phase, with the help of qualitative data analysis (QDA) computer software Nvivo 19, 

researcher read the original data repeatedly word for word, carefully ponder the meaning of the data, 

mark the data chunks, and try not to be interfered with by preset speculation during the analysis, so as to 

form a first-level coding. On this basis, researcher sought internal relationship between the various 

relevant elements, and summarize the relationship between the elements to form a second-level coding. 

Finally, through continuous comparison, further extraction of topic is summarized to form a third-level 

coding. 

 

4. Findings 

After analyzed the data, several findings are summarized. And some examples given below have been 

shared because they indicated how the teacher use LLT materials to guide students’ language learning. 

4.1 Using Multiple LLT Materials to Design Learning Activities  

Cherry paid attention to the lead-in activities and used various LLT materials to awaken the students’ 

bodies and arouse their interest to the topic will be learned. After analyzed the data, it is found that 

common materials used for lead-in activities include games, stories, songs, reappearance of scene, life 



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experience, video, etc. Cherry chose different materials to lead in according to different unit themes. The 

following is an example for lead-in activities: 

Example 1: Sing a song: Transportation Song  

Cherry: Before class, we listen to an English song. All of us stand up and clap our hands to follow the 

song. If you know the song, you can clap hand by yourself; if you don’t know. Don’t worry. You can do 

with me. 

(All the students stand up and move their bodies with the music under the guidance of the teacher). 

Lead in the topic by showing pictures of various vehicles.  

Teacher: Here are some pictures in the PPT. Let’ have a guess what we will learn! 

(...Then ask the students to recall those vehicles according to their daily experience.) (Field notes 6-

excerpt)  

The lead-in activities focused on the movement of the body, which a relaxed and pleasant classroom 

atmosphere. In addition, the song is closely related to the topic of the lesson, which can attract students’ 

attention to the class and arouse students’ interest in learning. Embodied cognition theory believes that 

cognition related to body experience in environment. Due to the limitations of classroom, teachers cannot 

lead students to visit those vehicles. Therefore, the teacher uses the combination of music and pictures 

to create certain context, arouse students’ imagination, give students good sensory experience. Then, the 

topic of lesson was led in naturally according to their actual life. 

4.2 Emphasizing Learners’ Experience in Language Teaching 

Some objects were used in the class to show what the new words mean, especially when the nouns were 

learned.  

Example 2: ...When words of vegetable, like onion, tomato, the teacher takes out a tomato and an onions, 

asking What’s this? ... Because many students cannot pronounce the word “a” properly, the teacher 

shapes his hand into a trumpet shape and makes a sound similar to “ah” so that the students can remember 

how to pronounce it. ... The teacher showed tomatoes of different colors and sizes on the courseware to 

let students understand the relevant descriptions. “tomato, tomatoes, I like tomatoes” ... the students do 

actions while reading. (Field notes 10-excerpt) 

When teaching new words, the teacher uses concrete objects instead of pictures to give students an 

intuitive and real feeling. She also enables students to master the pronunciation and structure of single 

words by tapping the beat with the hand, spelling words in the air, and dividing syllables with different 

colors. Through embodied imitation such as gestures and expressions, the teacher establishes the sound, 

shape and meaning of words in images. Those objects act as visual LLT materials, which provide learners 

embodied and authentic experience. 

Example 3: ...I first played a video for students to watch carefully, and then showed the sentence pattern 

template of the dialogue.... They were asked to create dialogues according to the video and the template, 

role-playing the seller and customer, and use the goods I prepared to display and communicate in groups... 

(Cherry’s interview 3-excerpt) 



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Embodied cognition theory emphasizes embodied experience. Teachers use role-play games to create the 

scene of shopping for students to experience, perceive and communicate. What’s more, the scene of 

shopping comes from daily life experience. In this way, students can develop their ability to listen, speak 

and think independently in class, and experience the process of language learning in daily life context.  

4.3 Students’ Attitude toward the Embodied Language Teaching  

After analysis of observation data and interview, three participants show a positive attitude toward the 

embodied language teaching, especially those colorful LLT materials used; and three students expressed 

their negative attitude. The following examples are excerpts from interview data to illustrate their attitude 

toward role-play games. 

Example 4: “... I don’t like the role-playing games very much... it looks like a dialogue practice in the 

textbook...sometimes I feel it difficult to have dialogue with partner because the I don’t know what’s 

English expression of the objects prepared by teacher... Also, I am worried whether my English grade 

can be improved... (W’s Interview 3- Excerpt). 

Example 5: “...there are something I think very interesting. Cherry takes out an onion when she explains 

the word “onion”. When I was in Grade four, the English teacher had just taught us how to read and spell 

the words...Also I like the role-playing games arranged by the teacher in class...dialogue exercises in the 

book, we usually read it. I feel boring when I just read it... But now we play the games in the class by 

some other objects prepared by the teacher... (Y’s interview 3-excerpt). 

From the above example, it can be found that students’ different attitude toward using multiple materials 

for embodied teaching activities. Positively, it has been illustrated that embodied teaching activities can 

effectively improve their interest and confidence. However, negative attitude indicates that some 

practical problems. Firstly, students still feel pressure in independent oral practice--role-play games. 

Secondly, the LLT materials used are problematic because its’ corresponding English expression is 

difficult. Third, its effectiveness is doubted. This suggests that there are still problems with the way 

teachers use materials for language teaching. It cannot take into account every student. Effective 

measures should be taken to avoid it in the future embodied teaching design.  

 

5. Conclusion 

After the practice of using various LLT materials for embodied English teaching in primary school, 

through analysis of classroom observation, artifacts, and interview with seven participants, there are three 

finding. Firstly, teacher used various kind of LLT materials to in English language teaching, including 

songs, video, picture, objects, games, environment to teaching English. The similar results were also find 

in previous studies (Engman & Hermes, 2021; Guerrettaz, 2021; Harwood, 2021; Hasegawa, 2021; Kim 

& Canagarajah, 2021; Matsumoto, 2021; Sert & Amri, 2021), which echoed Guerrettaz et al.’s (2021) 

definition of language learning and teaching materials. Second, teacher emphasized learners’ embodied 

experience of learning language when using those LLT materials. Using LLT material from a embodied 

cognition perspective can activate static knowledge into students’ learning experience (Zuo & Wang, 



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2021). Third, the current practice is still problematic. Because of the particularity of individual students, 

it is difficult to take every student into consideration. What’s more, because of the exam-oriented 

education, there are still some practical problems. Meanwhile, there are some limitations in this study. 

First, the application of the embodied cognition theory is superficial. Second, this study takes a qualitative 

method to investigates the teacher’ way to use various LLT materials to design embodied language 

teaching and students’ embodied experience in learning, leaving the effectiveness of embodied language 

teaching unexplored. The future study can take a quantitative method to verify its practical effectiveness. 

In sum, although exploratory in nature, it also hopes to provide some suggestions for research on LLT 

material use and primary English teaching and learning.  

 

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