Volume 2, Issue 1 April 2019, pp. 17–31
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Successful oral presentation effectually involves multi-faceted training of listening, writing, and nonverbal delivery besides speaking orally, which calls for a systematical holistic/multimodal approach. However, a multimodal learning environment for fostering EFL learners' presentation development remains virtually unexplored. This study employed multimodal strategies adopted from the VARK model (visual, aural, reading/writing, and kinesthetic/gestural) with the support of digital audio, video, and speech visualization technologies in an English presentation course at a university in Taiwan. Two EFL classes served respectively as the experimental group with a technology-mediated multimodal approach and the control group with a traditional oral approach. Specifically, this research evaluated the experimental participants' oral performance and explored their perceptions of this technology-mediated multimodal approach and its advantages and disadvantages as identified by the participants. Results from independent t-tests showed marginal significant progress of presentation performance in the experimental group. Descriptive statistics from the perception survey and content analysis of students' reflective responses indicated that the participants were overwhelmingly positive about technology-supported multimodal activities implemented in the oral training course but encountered psychological and technological challenges when producing multimodal assignments. Theoretically, the results support the extension of multimodal theory to EFL oral presentation education. Practically the study informs EFL presentation instructors of the validity of technological-enhanced VARK strategies for learning and teaching EFL presentation. The research results also bear significant implications for the necessity of learner training on technology practices when pedagogy with the integration of multimodal technologies into EFL speech education is implemented.
© Yow-jyy Joyce Lee
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Lee, Y.-J.J. (2019). Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process. Australian Journal of Applied Linguistics, 2(1), 17–31. https://doi.org/10.29140/ajal.v2n1.118
Promoting acts of kindness on campus: Views of Chinese international students in the UK
Ming Cheng, Olalekan Adekola
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 17–32.
Tasks, self-efficacy, and L2 motivational self system in an online emergency EFL speaking class: A mixed-methods study
Nguyễn Nhật Quang, Phạm Nhật Linh, Nguyễn Thị Thu Hiền
The JALT CALL Journal Published: 2 April, 2022, Volume 18(1), 1–33.
Implementing backward design to foster intercultural communicative competence in textbook-based curricula: A proposed framework for English language practitioners
Hiba B. Ibrahim
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 1–16.
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
Grace Yue Qi, Yuping Wang
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 54–82.
The effects of corpus use on learning L2 collocations
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 34–53.
Captions and learnability factors in learning grammar from audio-visual input
Anastasia Pattemore, Carmen Muñoz
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 83–109.
Chinese language learners evaluating machine translation accuracy
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 110–136.
Statistical analysis of the impact of the e-learning platform Furago on French learners’ listening skills
Albéric Derible, Éric Wiel
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 137–161.
YouTube for second language learning: What does the research tell us?
Australian Journal of Applied Linguistics Published: 30 April, 2022, Volume 5(1), 19–26.
Book Review: Language, Culture, and the Embodied Mind: A Developmental Model of Linguaculture Learning
Intercultural Communication Education Published: 29 April, 2022, Volume 5(1), 33–38.