Embodied Learning in the English Classroom : A Literature Review on Embodied Pedagogy and Its Effects in Language Education

Sammanfattning

This literature review explores how embodied learning is represented in research on first (L1), second (L2) and Foreign language (EFL) mainly connected to the English language classroom, with a focus on its cognitive and affective effects, across all levels and then connecting it to the English as a second-language (ESL) context in Sweden. Embodied learning is understood as teaching approaches in which bodily movement, gesture, and physical engagement are meaningfully integrated into language learning. The review synthesises eleven peer reviewed empirical and theoretical studies published between 2012 and 2025 across different educational contexts, as well as some extra theories and the Swedish curriculum to further support the review. The findings indicate that embodied learning is implemented through activities such as gesture-supported instruction, drama, role play, Total Physical Response, and movement-based vocabulary learning. Across studies, embodied approaches are associated with positive cognitive outcomes, including improved vocabulary acquisition, memory retention, and comprehension, as well as affective outcomes such as increased motivation, engagement, confidence, and reduced anxiety. The review also highlights the importance of task relevance and pedagogical design for successful implementation. Overall, the findings suggest that embodied learning holds considerable potential as a meaningful approach to English language teaching that should get more attention.