An Instructional Exploration of Integrating Analogical Reasoning and the Feynman Technique in English as Second Language (ESL) at the Primary Level
DOI:
https://doi.org/10.22555/joeed.v12i2.1404Keywords:
Analogical Reasoning, Feynman Technique, English as a Second Language (ESL), Primary Education, Instructional DesignAbstract
The proposed research will examine the integration strategy between analogical reasoning and the Feynman Technique in primary school English as Second Language learning. The proposed research will be developed according to a qualitative approach, as the classroom implementation will be targeted. Analogical reasoning will allow young learners to create a conceptual link between old and new information, while the Feynman Technique will enable better comprehension and recall information by explaining things in a simple manner. An approach involving five levels: warm-up, input, processing, reflection, and transfer, including activities like analogy creation, peer explanation, and retelling, etc. It was identified that by blending the two approaches, better understanding, accuracy, and critical thinking are developed among young learners. The proposed research will present a cognitively grounded approach to teaching primary school students English as a Second Language, as well as offer implications for future longitudinal quantitative studies around the world.
References
Adeoye, M. A. (2023). From struggle to success: The Feynman techniques' revolutionary impact on slow learners. Thinking Skills and Creativity Journal, 6(2), 125–133. https://doi.org/10.23887/tscj.v6i2.69681
Alfareza, I. A., Khoiriyah, K., & Permana Aji, M. P. (2022). The effect of using Feynman method on students’ reading comprehension at eleventh grade of SMKN 2 Kediri in academic year 2021/2022 (Doctoral dissertation, Universitas Nusantara PGRI Kediri).
Bruner, J. S. (1974). Toward a theory of instruction. Harvard University Press.
Bsharat, T. R., Febrianingrum, L., & Habibullah, M. (2024). Empowering language learners: Unleashing the potential of the Feynman technique in English language acquisition. PANYONARA: Journal of English Education, 6(2), 67–78. https://doi.org/10.19105/panyonara.v6i2.14936
Bullock, B. E., & Lord, G. (2011, October). Analogy as a learning tool in second language acquisition: The case of Spanish stress. In Romance Linguistics: Theory and Acquisition. Selected papers from the 32nd Linguistic Symposium on Romance Languages (LSRL), Toronto, April 2002 (pp. 281–297). John Benjamins Publishing Company. https://doi.org/10.1075/cilt.244.21bul
Burns, B. D. (1996). Meta-analogical transfer: Transfer between episodes of analogical reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(4), 1032.
Chen, S. C., & She, H. C. (2020). Effects of analogical learning approaches and presentation modalities on ninth graders’ learning outcome and eye movements: A preliminary study. Journal of Science Education and Technology, 29(4), 547–560. https://doi.org/10.1007/s10956-020-09835-7
Christie, S., Gao, Y., & Ma, Q. (2020). Development of analogical reasoning: A novel perspective from cross?cultural studies. Child Development Perspectives, 14(3), 164–170. https://doi.org/10.1111/cdep.12380
Ellis, R. (2023). Task-based language learning: Theory and practice.
Gentner, D. (1983). Structure-mapping: A theoretical framework for analogy. Cognitive Science, 7(2), 155–170. https://doi.org/10.1016/S0364-0213(83)80009-3
Gilakjani, A. P., & Ahmadi, S. M. (2011). The relationship between L2 reading comprehension and schema theory: A matter of text familiarity. International Journal of Information and Education Technology, 1(2), 142–149.
Holyoak, K. J. (2012). Analogy and relational reasoning. In K. Holyoak & R. Morrison (Eds.), The Oxford handbook of thinking and reasoning (p. 234). Oxford University Press.
Ismail, A. F. (2025). Effectiveness of immersive learning in enhancing language skills among primary school children. Pakistan Journal of Life & Social Sciences, 23(1).
Johnson, R. B., & Christensen, L. B. (2024). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
Kamhi, A. G., Gentry, B., Mauer, D., & Gholson, B. (1990). Analogical learning and transfer in language-impaired children. Journal of Speech and Hearing Disorders, 55(1), 140–148. https://doi.org/10.1044/jshd.5501.140
Kapon, S., & diSessa, A. A. (2012). Reasoning through instructional analogies. Cognition and Instruction, 30(3), 261–310. https://doi.org/10.1080/07370008.2012.689385
Krause, S. J., Kelly, J. E., & Baker, D. R. (2012). Remodeling instructional materials for more effective learning in introductory materials classes. In 2012 ASEE Annual Conference & Exposition (pp. 25–1114).
Paradis, J. (2005). Grammatical morphology in children learning English as a second language. Language, Speech, and Hearing Services in Schools, 36(3), 172–187. https://doi.org/10.1044/0161-1461(2005/019)
Richland, L. E., & McDonough, I. M. (2010). Learning by analogy: Discriminating between potential analogs. Contemporary Educational Psychology, 35(1), 28–43. https://doi.org/10.1016/j.cedpsych.2009.09.001
Saure, H. I., Bomark, N. E., & Svendsen, M. L. (2021). Modeller i kjemiundervisning-et eksempel på hvordan de kan bidra til læring og feillæring: Models in chemistry education-an example of how they can contribute to learning and mislearning. Nordic Studies in Science Education, 17(2), 181–205.
Stevenson, C. E., Heiser, W. J., & Resing, W. C. (2013). Working memory as a moderator of training and transfer of analogical reasoning in children. Contemporary Educational Psychology, 38(3), 159–169. https://doi.org/10.1016/j.cedpsych.2013.02.001
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7
Tedjo, E. W., & Hartani, T. (2022). The relationship between English language proficiency and logical thinking skills. Allure Journal, 2(1), 1–9. https://doi.org/10.26877/allure.v1i2.10726
Vosniadou, S. (1995). Analogical reasoning in cognitive development. Metaphor and Symbol, 10(4), 297–308. https://doi.org/10.1207/s15327868ms1004_4
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Wei, R., & Su, J. (2012). The statistics of English in China: An analysis of the best available data from government sources. English Today, 28(3), 10–14. https://doi.org/10.1017/S0266078412000235
Wu, Y. W., & Weng, K. H. (2013). Using an analogical thinking model as an instructional tool to improve student cognitive ability in architecture design learning process. International Journal of Technology and Design Education, 23(4), 1017–1035. https://doi.org/10.1007/s10798-012-9219-3
Zhao, H. (2023). The influence of test-oriented teaching on Chinese students’ long-term use of English. International Journal of Education and Humanities, 6(2), 123–128.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Journal of Education and Educational Development
This work is licensed under a Creative Commons Attribution 4.0 International License.
