Multimodal Immersion Towards Learners’ Behaviours Intention to Use E-learning in EFL Classroom

Abstract

The objective of this report is to examine upper students' perceptions of multi-mode immersion toward Behaviours Intention (BI) when using E-learning in an EFL classroom. This study was a survey with a descriptive quantitative technique, and the sample consisted of only upper level students studying EFL in Bali, Indonesia. The investigation concentrated on a multimodal approach to students' BI that included text, music, images, and video, partially and concurrently. Furthermore, this study wanted to look into how E-learning is used to improve learners' EFL learning materials. The findings demonstrated that only images, text, images, and videos have a slightly favourable influence on the learners' BI. Music, on the other hand, was disliked by EFL students at higher education levels. Surprisingly, the results revealed that using many modes such as text, music, picture, and video at the same time had a substantial influence on students' willingness in the EFL classroom. The prototype for bringing the multimodal approach to the EFL classroom was built and may be found at www.duweg.com. The E-learning used a multimodal method that included voice, text, images, and video.

Multimodal Literacy and Multimodal Assignments in Indonesian EFL Classrooms

“…Thus, some students have a difficult time. Aryana et al (2022) conducted a descriptive quantitative study by looking at 524 students from a university in Bali. The purpose of the study was to find out students' perceptions regarding the incorporation of a multimodal approach in EFL classrooms through E-learning.…”