Integrating Multimodal Technologies with VARK Strategies for Learning and Teaching EFL Presentation: An Investigation into Learners' Achievements and Perceptions of the Learning Process

Autor/in	Lee, Yow-jyy
Titel	Integrating Multimodal Technologies with VARK Strategies for Learning and Teaching EFL Presentation: An Investigation into Learners' Achievements and Perceptions of the Learning Process
Quelle	In: Australian Journal of Applied Linguistics, 2 (2019) 1, S.17-31 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Multimedia Instruction; Language Skills; Visualization; Models; Visual Learning; Kinesthetic Methods; Comparative Analysis; Teaching Methods; Oral Language; Performance; Nonverbal Communication; Skill Development; Student Attitudes; College Students; Content Analysis; Language Teachers; Educational Technology; Technological Literacy; Speech Communication; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Multimediales Lernen; Language skill; Sprachkompetenz; Visualisation; Visualisierung; Analogiemodell; Visual education; Visuelles Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Achievement; Leistung; Non-verbal communication; Nonverbale Kommunikation; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Collegestudent; Inhaltsanalyse; Language teacher; Sprachunterricht; Unterrichtsmedien; Technisches Wissen
Abstract	Successful oral presentation effectually involves multi-faceted training of listening, writing, and nonverbal delivery besides speaking orally, which calls for a systematic 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 in technology practices when implementing the pedagogy integrating multimodal technologies into EFL speech education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01