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This study examined the effects of integrating analogical learning with the Feynman Technique on Grade 6 students’ English academic achievement and reasoning ability. A quasi-experimental pretest–posttest control-group design compared two intact classes selected via cluster sampling, analyzing outcomes through achievement tests, a reasoning questionnaire, and t-tests, while descriptive statistics summarized performance. 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Number 1 , February 2026, pp. 40-51  \nThe Impact of Analogical Learning and the Feynman Technique on English Achievement and Reasoning Ability in Grade Six : An Experimental Study  \nAihua Cheng 1 * , Nirat Jantharajit,2 Supawadee Kanjanakate3  \nArticle History:  \nReceived: 16/11/2025  \nRevised : 18/01/2026  \nAccepted: 22/01/2026  \nAvailable Online: 12/02/2026  \nKeywords:  \nAnalogical Learning, Feynman Technique, English Academic Achievement, Reasoning Ability, Teaching Methods.  \nABSTRACT  \nImproving both academic achievement and reasoning ability remains a challenge in primary English education. This study examined the effects of integrating analogical learning with the Feynman Technique on Grade 6 students’ English academic achievement and reasoning ability. A quasi-experimental pretest– posttest control-group design was adopted, with two intact classes selected through cluster sampling and assigned to an experimental group (n = 29) and a control group (n = 27); data were collected using an English achievement test and a reasoning ability questionnaire and analyzed using descriptive statistics and t-tests. Results showed that the experimental group significantly outperformed the control group in academic achievement, with posttest scores (M = 85.00, SD = 9. 12) exceeding both their pretest scores (M = 80. 31, SD = 9. 72) and those of the control group (M = 79. 96, SD = 9. 56) . Similar gains were observed in reasoning ability, as the experimental group’s posttest scores (M = 70. 55, SD = 9.07) were higher than their pretest scores (M = 65. 38, SD = 9. 80) and the control group’s scores (M = 65.37, SD = 9. 20), suggesting that this integrated approach effectively enhances learning outcomes in primary school English classrooms.  \n1 Nakhon Phanom University, Thailand. Email: [slevenyaocheng@163.com](slevenyaocheng@163.com) *Corresponding author  \n2 Nakhon Phanom University, Thailand. Email: [n20jann@hotmail.com](n20jann@hotmail.com)  0009-0005-1098-8109  \n3 Nakhon Phanom University, Thailand. Email: [Zuzaa.girlz@gmail.com](Zuzaa.girlz@gmail.com)  0009-0006-2627-8803  \nCheng, Jantharajit , & Kanjanakate ((2026) The Impact of Analogical Learning    \nINTRODUCTION  \nThe primary objective of English education in China is to foster students’ integrated thinking abilities alongside their academic performance. Chinese scholars recognize that, in practice, the insufficient integration of thinking skills training persists in primary and secondary school English classrooms (Yuan et al. , 2022) . Language learning is fundamentally a process of reasoning and construction, in which learners develop rule awareness through comparison, induction, and transfer (Ellis, 2015) . Cognitive psychology also emphasizes that learning effectiveness depends on the structured processing of knowledge rather than the sheer quantity of materials (Sweller, 2022) . As a result, exploring instructional strategies that promote higher-order processing and foster comprehension and reasoning has become a key focus of research in primary school English education.  \nAnalogical learning is based on the structure-mapping theory in cognitive psychology and emphasizes the comparison of relationships between source and target domains by learners to facilitate knowledge transfer and deepen understanding (Lailiyah et al. , 2018) . Research shows that analogical reasoning is a crucial mechanism underlying both creative thinking and logical reasoning: it not only aids problem solving in mathematics and science but also improves syntactic comprehension and semantic connections in language learning (Angraini et al. , 2023; Ikuta & Miwa, 2025) . By comparing various linguistic structures or semantic contexts, students can progressively build mental models of language regularities, thereby enhancing their ability to app","cbCaiovlojDOBm8O","https://ap.wps.com/l/cbCaiovlojDOBm8O","pdf",746291,12,"English","# Article Information\n## Article History\n## Keywords\n# Abstract\n# Introduction","[{\"question\":\"What was the study designed to investigate?\",\"answer\":\"The study investigated how integrating analogical learning with the Feynman Technique affects Grade 6 students’ English academic achievement and reasoning ability.\"},{\"question\":\"How were students assigned to groups and how was data collected?\",\"answer\":\"Two intact classes were selected through cluster sampling and assigned to an experimental group (n=29) and a control group (n=27). Data were collected using an English achievement test and a reasoning ability questionnaire.\"},{\"question\":\"What were the key findings regarding achievement and reasoning?\",\"answer\":\"The experimental group significantly outperformed the control group in academic achievement, and similar improvements were observed in reasoning ability, with higher posttest scores than pretest scores for the experimental group.\"}]","The Impact of Analogical Learning and the Feynman Technique on English Achievement and Reasoning Ability in Grade Six - An Experimental Study | PDF",1792036698]