THE EFFECT OF MULTIMODAL LEARNING STRATEGIES ON ENGLISH LANGUAGE PROFICIENCY IN TERTIARY VOCATIONAL EDUCATION: A COMPARATIVE ANALYSIS
DOI:
https://doi.org/10.61841/3wf69y48Keywords:
Learning Management Systems (LMS), English Language Proficiency, Multimodal Learning, Pedagogical Approaches, English as a Second LanguageAbstract
This research aims to explore the ways in which Learning Management Systems (LMS) significantly contribute to English language proficiency in tertiary vocational education, more especially in connection with multimodal learning approaches. The use of multimodal learning—visual, auditory, textual, and interactive modes—has shown promise to improve language acquisition. Consequently, vocational colleges are using these innovative pedagogical approaches more and more to satisfy the rising demand for graduates ready to start their careers. This comparative study aims to find the ways in which these approaches—supported by learning management systems including Blackboard, Google Classroom, and Moodle—have an impact on English language competency of students in the domains of reading, writing, listening, and speaking. LMSs enable instructors to modify their lectures to fit the demands of their students and inspire student autonomy by providing free access to multimedia material, cooperative tools, exams, and tailored feedback. The results show that students who engaged in multimodal learning using a LMS had far greater degrees of English proficiency and were much more engaged than their classmates. Furthermore emphasised in the paper is the fact that multimodal learning techniques' efficacy is much enhanced by organised LMS supporting ongoing interaction and learning at one's own pace. The findings show that adding LMS helps students acquire the kind of autonomous study habits required for vocational programs, therefore augmenting the accessibility and participation of English as a Second Language (ESL) sessions. The research ends with suggestions that vocational colleges should use LMS-driven multimodal techniques into English classrooms in order to help students enhance their language abilities and better equip them for global communication in technical and professional domains. This would enable pupils to produce better translations.
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