This paper examines student attitudes regarding the use of plasticine as a learning tool in the university language classroom. Plasticine clay was used as a tool where students had the opportunity to create models of vocabulary using their imagination and hands through pair work. The study in question introduced plasticine as a tactile learning tool in two English Communication EFL classes across three sessions. These sessions were then evaluated regarding the use of plasticine and its potential from a student perspective and using teacher reflections. This potential was rooted in factors such as memory, enjoyment, timing and future frequency. This research was undertaken to establish a baseline regarding the feasibility and levels of engagement around plasticine modelling which is rarely used in university language class settings. A survey questionnaire was utilized to garner the students’ attitudes. The results show that there was a positive endorsement of using plasticine and that there is potential to increase the frequency with which it could be deployed in the university classroom.journal articl
