Advantages of cursive handwriting in improving vocabulary with 3rd grade students in the english area.

Abstract

This study explores the advantages of cursive handwriting in improving English vocabulary retention among third-grade students in a public school in Ecuador. The objective of this paper was to determine whether cursive writing enhances vocabulary learning, motivation, and engagement by making a comparison with print handwriting. The research followed an action research design with sixteen students aged 7–8, who were divided into cursive handwriting and print handwriting groups. The six-week intervention consisted of two phases: a traditional, repetition-based phase, and a dynamic/associative phase focused on oral and physical expression through music and storytelling. Data was gathered from pre and post-tests, classroom observations, and students’ worksheets. The results show that, initially, the print handwriting group obtained slightly higher scores during the traditional, teacher-centred phase. However, once the dynamic/associative phase began, cursive handwriting evidently helped the students become more motivated and engaged, as this handwriting style requires more attention and promotes multisensorial integration. The students who formed the sample of this study also acknowledged having a better perception towards cursive handwriting. This conclusion is drawn from the results of a satisfaction survey conducted at the end of the study, in which 93.3% of students reported feeling content with the cursive handwriting activities. Additionally, the students found this handwriting style to be visually appealing and more engaging overall. The present study contributes to the field of English Teaching in relation to handwriting, as the evidence demonstrates that incorporating cursive handwriting into interactive activities can support motivation and contribute to more meaningful vocabulary acquisition and retention in EFL settings.