Theoretical and Instructional Aspects of Using Multimedia Resources in Language Education: A Cognitive View

Abstract

Multimedia resources in the twenty-first century primarily consist of verbal and audio-visual representations that, if properly processed, make it possible to create an integrated mental model of learning. Although these tools are commonly used in language education, successful use of multimedia learning resources in second language teaching and learning contexts remains a challenge. In particular, although much of how learners learn from verbal representations is understood, there is less insight into visual knowledge processing, either alone or in conjunction with texts in language teaching. This chapter aims to provide a set of theoretical frameworks and a realistic planning structure designed to inform the planning and design of more efficient digital content integration into language teaching and learning contexts. Based on a cognitive linguistics view aligned with dual coding and cognitive load theory, the chapter critically reviews and presents the differences in the way verbal and visual texts and pictures represent knowledge to second language learners. The next segment addresses issues in building a multimedia learning culture. Also, the role of individual differences in the processing of multimedia resources is highlighted. The chapter concludes with methodological recommendations on the crucial part of interdisciplinary analysis and evaluation methods in this field.

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