Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners’ achievements and perceptions of the learning process

Abstract

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.

Is Fun For Wellness Engaging? Evaluation of User Experience of an Online Intervention to Promote Well-Being and Physical Activity

“…Whereas FFW has shown positive outcomes in terms of efficacy (Myers et al, 2017b;Myers, Dietz, et al, 2018;and;Myers et al, 2017a) and effectiveness (Myers, Prilleltensky, et al, 2019;Myers et al, 2020;Prilleltensky et al, 2020;Lee, 2019;Myers et al, 2021), this is the first article to report on user engagement. Overall, the data indicate that FFW is quite appealing to users.…”

“…By encouraging laughing, thinking, listening, playing games, writing, and watching videos we employed a variety of pedagogical instruments that have been shown to enhance attention. Our approach is in line with the VARK methodology, according to which online learning is enhanced by the use of visual, aural, read/write and kinesthetic modalities (Lee, 2019).…”

Eksplorasi Pembelajaran Matematika Secara Daring dalam Dimensi Pedagogik

“…Lee & Molebash, 2004; Y. J. Lee, 2019). Teknologi digital merupakan elemen penting dalam pendidikan abad ke-21 (Nurjanah, et al, 2020;Henderson et al, 2017).…”

“…Sejumlah penelitian tentang integrasi teknologi digital dalam pembelajaran sudah pernah dilakukan oleh (Balakrishnan, 2014;Cutajar, 2019;Lackovic et al, 2017; Y. J. Lee, 2019;Ng'Ambi, 2013) menganjurkan bahwa pentingnya menggunakan teknologi dalam pembelajaran. Namun penggunaan teknologi dalam pembelajaran harus memerhatikan pedagogi teknologi yang didasarkan pada pembelajaran otentik yang berpusat pada siswa (Casey et al, 2017) Pemanfaatan dan pengintegrasian teknologi merupakan sebagai salah satu tantangan utama abad ke-21 (Scherer & Siddiq, 2015)yang dapat memberi implikasi terhadap hasil pembelajaran yang diharapkan (Cheok et al, 2016;Heflin et al, 2017;Prestridge & De Aldama, 2016), Selain itu, teknologi dapat mendukung kemandirian, komitmen, komunikasi dan kolaborasi sebagai upaya dalam membangun efektivitas pembelajaran aktif dan bermakna (Mioduser et al, 2008 (Sappaile, 2017).…”

“…Dalam pendekatan multimodal, pendidik dapat melaksanakan pembelajaran dengan sangat fleksibel, pendidik dapat menggunakan media berbasis audio, visual, maupun audio visual (Y. J. Lee, 2019). Untuk metode, pendidik dapat juga memvariasikan berbagai metode ke dalam sebuah pembelajaran.…”