A classroom-based multisensory ELT method for observational documentation of LSRW skills

This paper presents the Multisensory LSRW Classroom Observation Method (M-LCOM) for documenting listening, speaking, reading, and writing (LSRW) behaviours in early primary learners during routine classroom instruction. The method addresses practical limitations of assessment in school-based contexts, where standardised testing is often infeasible due to time constraints, classroom disruption, and developmental considerations. The approach integrates routine instructional practice with real-time classroom observation through a phase-based 40-hour programme organised across four LSRW domains. Learner behaviours are documented using predefined behavioural indicators and a three-level developmental rubric (Emerging, Developing, Secure), enabling consistent observation without interrupting instructional flow. The method conceptualises learning as task-related behaviour demonstrated during instructional engagement and provides procedural guidelines for instructional sequencing, observation boundaries, scoring procedures, and spreadsheet-based data recording. Designed for feasibility, ecological validity, and replicability, the method offers a practical framework for documenting language learning behaviours in low-resource ELT contexts. Method details:•Enables real-time, classroom-based documentation of LSRW skills using predefined behavioural indicators and a three-level developmental rubric•Integrates routine multisensory instructional activities with classroom observation, eliminating the need for separate assessment sessions•Provides a replicable and low-resource methodological framework using standard classroom materials and spreadsheet-based data recording.