MOVE TO LEARN: BRIEF CALISTHENICS IMPROVE EFL VOCABULARY AND ENGAGEMENT IN TWO ARAB HIGH SCHOOLS

Abstract

This quasi-experimental study examined whether brief calisthenic bouts embedded in vocabulary lessons improve English-as-a-foreign-language (EFL) outcomes in two Arab high schools in the Galilee. Two intact Grade-10 classes (N = 44; control n = 22; intervention n = 22) participated over 8 weeks. The intervention class completed three 2–3-minute calisthenic bouts per lesson—push-ups and light movements—explicitly linked to target lexical items; the control class received standard instruction. Vocabulary knowledge and lesson-specific engagement were assessed pre/post with curriculum-aligned instruments. Analytically, post-test outcomes were compared while adjusting for pre-test performance. The intervention outperformed the control on both vocabulary and engagement, indicating practically meaningful advantages for movement-integrated lessons rather than sedentary drill alone. The pattern aligns with embodied-cognition and Total Physical Response accounts: coupling motor activity with verbal rehearsal appears to strengthen the encoding and retrieval of new lexical items while elevating affective/behavioral engagement during lessons. The routine is time-neutral—it fits inside existing periods—requires no equipment, and is easily differentiated (e.g., wall or knee push-ups), making it feasible for schools with limited resources. Brief teacher training focused on safe progressions, pacing, and inclusive modifications is recommended for implementation. Importantly, the approach offers a low-cost equity lever: by adding short, structured movement cycles to ordinary lessons, teachers can provide an engaging practice format that may particularly benefit learners with lower baseline engagement. The study contributes context-specific evidence from Arab secondary schools—an under-represented setting—showing that movement-infused instruction can simultaneously improve vocabulary learning and motivation without displacing content time. It also supplies a replicable classroom protocol (three short bouts per lesson linked to retrieval cues) that schools can pilot and scale within regular EFL instruction.