Effect of CALL-Based Multimodal Pedagogy on Learner Motivation and Willingness to Communicate in English: A Study from University Students' Perspective
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| Title: | Effect of CALL-Based Multimodal Pedagogy on Learner Motivation and Willingness to Communicate in English: A Study from University Students' Perspective |
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| Language: | English |
| Authors: | Amina Bashir (ORCID |
| Source: | Contemporary Educational Technology. 2025 17(2):568. |
| Availability: | Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Assisted Instruction, Second Language Learning, Learning Motivation, Intention, English (Second Language), Interpersonal Communication, College Students, Student Attitudes, Student Motivation, Foreign Countries, Teaching Methods, Classroom Communication |
| Geographic Terms: | Pakistan |
| Abstract: | With technological advancement, multimodality has received paramount importance in teaching and learning. Different technology-based assistance is available nowadays, and computer-assisted language learning (CALL) is one of them. It uses computer-based tools, materials, resources, and information to assist second language learning. Motivation keeps learners focused and persistent, making them more willing to communicate in a second language. This quantitative study unearths how the use of multimodal pedagogical resources motivates language learners and promotes their willingness to communicate (WTC). For this purpose, data is collected from the English language learners of three semesters from the department of English, University of Sahiwal. From the 3rd, 5th, and 7th semesters, the data is collected using Google Forms, and a five-point Likert scale questionnaire is utilized as the research instrument. The responses are analyzed descriptively using SPSS 29. The validity and reliability analysis of the questionnaire is also done to check the quality and strength of the instrument utilized. Inferential Statistical Analysis is done by using two non-parametric tests, the Mann-Whitney U Test and Kruskal-Wallis H test. From the responses received and the descriptive analysis, it is observed that the use of multimodal pedagogies motivates the learners and makes them more willing to communicate in the target language not only inside the classroom but also outside the classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470053 |
| Database: | ERIC |
| Abstract: | With technological advancement, multimodality has received paramount importance in teaching and learning. Different technology-based assistance is available nowadays, and computer-assisted language learning (CALL) is one of them. It uses computer-based tools, materials, resources, and information to assist second language learning. Motivation keeps learners focused and persistent, making them more willing to communicate in a second language. This quantitative study unearths how the use of multimodal pedagogical resources motivates language learners and promotes their willingness to communicate (WTC). For this purpose, data is collected from the English language learners of three semesters from the department of English, University of Sahiwal. From the 3rd, 5th, and 7th semesters, the data is collected using Google Forms, and a five-point Likert scale questionnaire is utilized as the research instrument. The responses are analyzed descriptively using SPSS 29. The validity and reliability analysis of the questionnaire is also done to check the quality and strength of the instrument utilized. Inferential Statistical Analysis is done by using two non-parametric tests, the Mann-Whitney U Test and Kruskal-Wallis H test. From the responses received and the descriptive analysis, it is observed that the use of multimodal pedagogies motivates the learners and makes them more willing to communicate in the target language not only inside the classroom but also outside the classroom. |
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