Abstract
One of the advantages of multimedia-assisted instruction is that it makes students more interested in sustainable learning and assists them to access information and learn more effectively. This research sought to explore the asymmetric effects of the development of sustainable multimedia-assisted instruction (MAI) on student reading practice in areas such as the implementation of learner autonomy and the improvement of reading ability, primarily based on multimedia technology-assisted instruction. This experiment was conducted in a junior high school in China. Eighty-six students from two parallel grade two classes were selected as research participants. Class One was set as the experimental class (EC) and Class Two was symmetrically designed as the control class (CC). The research results indicate that MAI encouraged students in the EC to adopt reading strategies more frequently and helped them to improve their level of learner autonomy, from a low level to an intermediate level, for the use of an asymmetrical technology, in comparison with the control class. Furthermore, the EC’s reading ability was significantly enhanced. Additionally, there is a discussion of pedagogical implications and constructive suggestions considered to be beneficial for sustainable learning skills, teaching and for further research on the symmetrical application of technology in education. Finally, one of the most significant findings from this study is the effectiveness of combining modern sustainable technology and advanced educational concepts with symmetry in promoting learner autonomy within a sustainable learning model.
Highlights
IntroductionA number of scholars have sought to define multimedia because it is a significant issue in the field of modern technology
Over the past decades, a number of scholars have sought to define multimedia because it is a significant issue in the field of modern technology
Some empirical studies have been carried out to integrate technology into English reading teaching to evaluate the effectiveness, and the results have shown that the benefits of multimedia-assisted instruction (MAI)
Summary
A number of scholars have sought to define multimedia because it is a significant issue in the field of modern technology. The consensus is that that multimedia refers to using computers to combine text, graphics, audio and video, and presenting information so that the users can navigate, interact and create. Multimedia means the use of diverse media formats simultaneously or sequentially in a given presentation or self-study program. It is believed that multimedia is a combination of media formats which are digitally manipulated by computers [1]. Because a large amount of written information needs to be processed and understood, reading plays a vital role in English learning [2]. As Cohen [3] states, reading, as one of the most significant input channels, is an advanced skill which plays a quite crucial role in language learning, Symmetry 2020, 12, 462; doi:10.3390/sym12030462 www.mdpi.com/journal/symmetry
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