NEUROAESTHETIC APPROACHES TO ESL: INVESTIGATING THE IMPACT OF ART-INTEGRATED INSTRUCTION ON LEXICAL ACQUISITION AND COGNITIVE ENGAGEMENT

Abduvalieva Jasmina Jahongir kizi

Authors

Abduvalieva Jasmina Jahongir kizi student of group 745-22, Faculty Foreign Languages, Jizzakh State Pedagogical University

Keywords:

neuroaesthetics, second language acquisition, visual arts integration, vocabulary retention, educational neuroscience, multisensory learning, ESL pedagogy, affective engagement, cognitive activation, language education innovation.

Abstract

This study examines the pedagogical potential of neuroaesthetic principles in the field of English as a Second Language (ESL) instruction, with a specific focus on their influence on lexical acquisition and cognitive engagement among young learners. Grounded in the interdisciplinary nexus of educational neuroscience, applied linguistics, and visual arts, the research employs a quasi-experimental methodology to compare the outcomes of traditional vocabulary instruction with those of an art-integrated approach. The experimental group, comprised of Grade 5 ESL learners, participated in lessons incorporating curated visual art stimuli and guided aesthetic tasks aligned with targeted lexical fields. Pre- and post-intervention assessments, learner reflections, and optional electroencephalogram (EEG) data were analyzed to evaluate vocabulary retention and learner engagement. Preliminary findings indicate that art-enriched instruction fosters significantly higher levels of emotional and cognitive involvement, resulting in improved lexical retention. The study contributes to emerging scholarship advocating for multisensory and affectively charged language instruction grounded in neuroaesthetic frameworks.

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