During the active research I observed pros and cons of teaching via movement. I concentrated on
both regular students, students with difficulties and SLD students. I also tried to check the effect
of movement activities formally by writing two tests: one at the beginning of the research in
December and another after three months in June. The tests were written by both A groups and B
groups. Each of the tests had three parts: vocabulary, reading comprehension questions and
open-ended questions. The vocabulary items, grammar structures and questions were covered
during the school year. The exercises tested the students‟ knowledge of vocabulary,
understanding of a text and the ability to give answers using grammar structures and vocabulary
items.