THE IMPACT OF MULTIMODAL LEARNING APPROACHES ON ENGLISH LANGUAGE PROFICIENCY IN HIGHER VOCATIONAL EDUCATION: A COMPARATIVE STUDY
DOI:
https://doi.org/10.61841/be3r3r94Keywords:
Multimodal Learning, Metacognitive Awareness, English Language Proficiency, Vocational Education, Linguistic Results, Curriculum DesignersAbstract
This research is to investigate how multimodal learning approaches affect English language proficiency of students in higher vocational education by means of metacognitive awareness as a moderating factor. Reacting to the increased need for fluent English in occupational and global job situations, educational institutions are using a number of instructional methodologies to improve language learning results. Using visual, auditory, literary, kinaesthetic, aspects is known as multimodal learning. It provides a flexible and inclusive structure appropriate for different approaches of learning. This study examined the efficiency of multimodal and conventional, unimodal approaches of teaching English language competency using a comparative design. Standardised tests evaluate students’ English competency in all four spheres: reading, writing, hearing, and speaking. Moreover investigated in the paper is the possible influence of metacognitive awareness on the relationship between different learning environments and linguistic results. Competency exams, metacognitive awareness tests, and classroom observations help to compile data. With regard to proficiency scores, students who participate actively in multimodal learning settings and who are highly self-aware seem to have a noticeable advantage. These children are inherently good at selecting the right approaches, tracking their development, and adjusting to different language challenges. Research findings show that students' metacognitive awareness increases the efficiency of multimodal strategies for English language learning. The results highlight the importance of educating students to use metacognitive approaches to increase their engagement and language proficiency and multimodal instructional design in vocational education programs. This study provides concrete data for curriculum designers, educators, and legislators to help close the gap between the requirements of global communication and vocational training.
Downloads
References
Alammary, A. (2022). Multimodal learning in higher education: A systematic review. Education and Information Technologies, 27(1), 1–29.
Al-Jarf, R. (2024). Multimodal teaching and learning in the EFL college classroom. Journal of English Language Teaching and Applied Linguistics, 6(4), 68–75.
Bubchaiya, N., & Sukying, A. (2022). The effect of word part strategy instruction on the vocabulary knowledge of Thai primary school learners. Journal of Education and Learning, 11(5), 70−81.
Chen, H., & Sun, J. (2019). The effect of multimodal language teaching on EFL learners' vocabulary acquisition, speaking and listening skills. English Language Teaching, 12(4), 97-106.
Harchegani, M., & Sherwani, K. (2021). The impact of multimodal discourse on Iraqi EFL learners’ writing skills. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12, 239−245.
Hidayat, H., Harmanto, D., Mohd Isa, M. R., Tanucan, J. C. M., Ahlunnazak, A. I., Ifdil, I., & Ardi, Z. (2024). Importance of metacognitive awareness in learning and instruction for engineering students' education. Journal of Social Studies Education Research, 15(1), 149–186.
Li, J. (2022). Multimodal Teaching of College English Based on Similarity. Mobile Information Systems, 2022.
Lu Y. (2023), An Empirical Study on the Effect of Multimodal English Vocabulary Teaching [D]. Fuyang Normal University.
Pintado, B. R., & Fajardo, T. (2021). Learning Idioms Through the Multimodal Approach. Learning, 12(24).
Promluan, Y., & Sukying, A. (2021). The Impact of Extensive Reading on Thai Primary School Children’s Vocabulary Knowledge. Journal of Modern Learning Development, 6(5), 209−223.
Qiao, Y., Lv, N., & Zhang, J. (2023). Research on the multi-modal digital teaching model centered on higher vocational learners. Advances in Social Science, Education and Humanities Research, 709, 54–61.
Salamanti, E., Park, D., Ali, N., & Brown, S. (2023). The efficacy of collaborative and multimodal learning strategies in enhancing English language proficiency among ESL/EFL learners: A quantitative analysis. Research Studies in English Language Teaching and Learning, 1(2), 78–89.
Stander, L., Du Plooy, B., & Scheckle, E. (2022). “Some of them are afraid of the language”: Perceptions of TVET college staff about the relationship between English language proficiency and academic performance among engineering students. South African Journal of Higher Education, 36(1), 233–253.
Swanson, H. J., & Dewsbury, B. (2024). The impact of a metacognitive intervention on student experiences and success in an academic probation program for first-year students. Teaching & Learning Inquiry, 12.
Xiangyu, K. (2023). The path of cultivating English core literacy in higher vocational education in the context of new curriculum standard. SHS Web of Conferences, 171, Article 02033.
Yang J. (2022), Types and Applications of digital resources in English Teaching [J]. Journal of Taiyuan City Vocational and Technical College,(10):133-136.
Zhang, Y., & Zou, D. (2022). Using multimodal learning analytics to understand students’ learning experiences in language education. British Journal of Educational Technology, 53(4), 873–889.
Zhou, L., & Wei, R. (2020). Sign language in teaching English as a foreign language: An investigation of hearing-impaired students' English language performance. Journal of Language Teaching and Research, 11(2), 207-218.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Zhang ling, Amrita Ghosh (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
