Multimodal Learning Environment Research Articles

Translanguaging practices and language ideologies in adult migrants’ Chinese learning classrooms and beyond

ABSTRACT The arrival of trade migrants in China has increased the demand for Chinese as a Foreign Language (CFL) education, and their superdiverse sociolinguistic profiles also present challenges to native Chinese-speaking teachers and their monolingual teaching approach. Compared to the research on foreign traders’ mobility in China, fewer studies have explored their day-to-day language use and learning experiences. This research unpacks the complex reality of teachers and students’ language ideologies and practices in a migrant community in Yiwu. While ethnographic data showed that translanguaging was adopted for both academic and social purposes, interview data revealed three types of conflictual language ideologies, i.e. ‘supporters of multilingualism’, ‘believers of monolingualism’, and ‘pragmatists valuing functionality and practicality of languages’. Despite the discrepancies, I argue that translanguaging was not an arbitrary choice by teachers and students; instead, it represents a natural response to the superdiverse linguistic landscape of the community. This study contributes to the conceptual development of translanguaging practices as I apply it as a legitimate theoretical framework and a valid practice in CFL education and outside the West. It is suggested that multiple languages and external resources should be dynamically integrated into superdiverse classrooms to create a multilingual and multimodal learning environment.

TalkTrek: Journeying Through the Terrain of Text-based Speech Synthesis

Abstract: This research paper delves into the development and evaluation of TextTalker, an innovative voice-enabled education chatbot designed to enhance learning experiences. TextTalker integrates advanced natural language processing capabilities with voice recognition technology to facilitate seamless interactions between users and educational content. Furthermore, it incorporates a unique feature allowing users to access relevant YouTube videos directly within the chat interface, fostering a multi-modal learning environment. The system's architecture and design are meticulously crafted to ensure user engagement, accessibility, and effectiveness in delivering educational materials. Through a series of usability studies and user feedback analysis, this research evaluates the efficacy of TextTalker in supporting learning objectives and enhancing user satisfaction. The findings reveal promising results, indicating high levels of user engagement and satisfaction with the platform's intuitive interface and diverse learning resources. Moreover, incorporating feedback mechanisms empowers users to contribute to the refinement and enhancement of TextTalker's functionalities, fostering a collaborative learning ecosystem. Overall, TextTalker represents a significant advancement in educational technology, offering a user-centric approach to interactive learning through voice-enabled chatbots integrated with multimedia content delivery and feedback mechanisms

Innovative Approaches to LSRW Skills Development Using PowerPoint Presentations: A Review

This study aims to investigate how using PowerPoint helps language learners with their speaking, listening, reading, and writing skills. Multimedia components, interactive exercises, and structured information in PowerPoint can significantly improve a variety of language abilities, according to a study based on a review of a bibliography that includes the majority of the pertinent literature. Theoretical frameworks that shed light on the benefits of utilising PowerPoint presentations to enhance language instruction include constructivism theory, multimodal learning theory, and cognitive load theory. Therefore, classroom techniques, multimodal learning environments, and accessibility enhancements should be taken into consideration as new study subjects, according to the post. One of the suggestions to be given to teachers is to provide interactive presentations that engage pupils. Furthermore, educators might employ the skill of incorporating assignments that engage every student and enhance their language competence. Teachers can help to create an inclusive, productive teaching and learning environment that addresses the necessary abilities to convey LSRW by using PowerPoint.

MULTIMODAL APPROACH TO TRAINING OF TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS: FOCUS ON INTERESTS AND NEEDS

In recent decades, the multimodal approach has gained traction across various fields, including mathematics, entertainment, education, museum design, and medicine, signifying a holistic shift in the academic realm. This study explores multimodality in the context of adult education, with a particular focus on its application in the training of preschool teachers. By examining the role of multimodal education as a transformative pedagogical strategy, this research identifies the significance of integrating various sensory modes—verbal, visual, audio, spatial, and temporal—into the educational process. Drawing on both theoretical analyses and empirical data collected from educators and attendees at the Institute of In-Service Training, this study highlights the importance of a multimodal learning environment that caters to the diverse needs and preferences of learners. The findings underscore the value of cooperative learning, critical reflection, and interactive learning technologies in enhancing cognitive engagement and reducing learner fatigue. This research advocates for the adoption of multimodality as a natural component of lifelong learning, necessitating the redesign of educational frameworks to foster flexible, adaptive, and dynamic learning experiences. The study concludes by suggesting further exploration into the application of multimodal approaches in various educational settings, including those involving learners with special educational needs.

Exploring first-year engineering student perceptions of the engineering librarian as an IL instructor in multimodal teaching and learning environments

PurposeThis study aims to explore first-year engineering students’ perceptions of the engineering librarian as an instructor in multimodal environments related to Information Literacy (IL) topics, teaching strategy, content evaluation, organising, planning and support.Design/methodology/approachA quantitative approach was used through a survey instrument based on an online questionnaire. Questions were adopted and modified from a lecturer evaluation survey. A simple random sampling technique was used to collect data from first-year cohorts of engineering students in 2020 and 2022.FindingsRespondents perception of the engineering librarian as an instructor in multimodal learning environment was good. Findings revealed students’ learning experiences were aligned with IL instruction even though the environment changed from blended to online. However, an emerging theme that continuously appeared was a lack of access to technology.Practical implicationsThese findings may help in developing and strengthening the teaching identity of academic librarians as instructors in multimodal learning environments.Originality/valueTo the best of the author’s knowledge, this study is novel in that it evaluates the teaching abilities of an academic librarian in multimodal environments through the lens of students.

Efficacy of the Use of Audio-Visual Facilities in the Teaching and Learning of English Phonology

This paper discussed the efficacy of the use of audiovisual facilities in the teaching and learning of English Phonology. In recent years, the integration of audiovisual facilities in classrooms has emerged as a potential catalyst for enhancing the learning experience, particularly in the realm of English Phonology. Through observing classrooms and gathering feedbacks from both educators and students, a clearer picture of the impact of audiovisual tools emerged. The ease of illustrating phonetic and phonological nuances with the help of visual and auditory stimuli was found to significantly elevate the learning curve. The interaction between visual aids, auditory tools, and traditional teaching methods creates a more engaging and interactive learning environment, which in turn, contributes to a more effective motivating and enjoyable learning experience. This exploration has not only shed light on the potential benefits of employing audiovisual facilities in the teaching and learning of English Phonology but also advocated for a broader acceptance and implementation of technology in educational settings to better cater for the diverse learning needs and preferences of today’s learners especially, in English Phonology. These include the compelling need to equip educators with the necessary training on how to effectively use AV facilities to teach English Phonology, enhance resource availability, overcome language interference as well as address technical issues. Others are to foster student engagement, assess effectiveness regularly, explore multimodal learning environments, among others.

DESIGN AND PILOT TESTING OF MULTI-MODAL LANGUAGE LEARNING ENVIRONMENTS (MLLEs) FOR EFL STUDENTS: ASSESSING EFFECTIVENESS

DESIGN AND PILOT TESTING OF MULTI-MODAL LANGUAGE LEARNING ENVIRONMENTS (MLLEs) FOR EFL STUDENTS: ASSESSING EFFECTIVENESS

Understanding Learning Engagement with User-Centered Human-Computer Interaction in a Multimodal Online Learning Environment

Multimodal online learning environment improves learning experience through different modalities such as visual, auditory, and kinesthetic interactions. Multimodal learning analytics (MMLA) with multiple biosensors provides a way to overcome the challenge of analyzing the multiple interaction types simultaneously. Galvanic skin response/electrodermal activity (GSR/EDA), eye tracking and facial expression were used to measure the learning interaction in a multimodal online learning environment. iMotions and R software were used to post-process and analyze the time-synchronized biosensor data. GSR/EDA, eye tracking and facial expression showed real-time cognitive, emotional, and visual learning engagement for each interaction type. There is a tremendous potential for using MMLA with multiple biosensors to understand learning engagement in a multimodal online learning environment was shown in this study.

REVIEW ABOUT TEACHERS WHO TRANSFORM MULTIMODAL LEARNING ENVIRONMENTS

The book “Teachers transforming multimodal learning environments: language teaching projects” clearly and didactically presents a new look at language teaching in Basic Education, proposing pedagogical strategies and creative activities based on multimodal learning environments with the help of digital technologies in the classroom context.

Retracted: An Empirical Analysis of Audio-Visual Teaching and Network Multi-Modal Learning Environment Theory for English Majors.

[This retracts the article DOI: 10.1155/2022/5000501.].

A Blended Institutional Learning Approach for the Higher Education Sustainability

Blended learning approach create more multimodal learner centered learning environment that innovatively shape the instructors’ delivery and students’ learning. The study on the effects of deliberate practice on blended learning sustainability shows the feasible and practical approach for the students connected outside the classroom with cognitive engagement through the successful completion of courses and sharing of knowledge in their future career. This paper highlights the strategic dimensions for blended learning in Higher Education Institutions and the key competencies in Higher Education sustainability that are driven to the blended learning model. Skills, attributes, and competencies are important to determine the successful placement of university graduates. How the advanced technological based learning activity would help the students to acquire those competencies during their course duration has been discussed.

Navigating the Case-based Learning Multimodal Learning Environment: A Qualitative Study Across the First-year Medical Students

Case-based learning (CBL) is a popular instructional method aiming to bridge theory and clinical practice. This study aims to explore how the CBL mixed modality curriculum influence students’ learning styles and support-learning strategies. We employed an explanatory sequential mixed method with an initial 44-itemed Felder-Silverman’s Index of Learning Style (ILS) questionnaire distributed to the first-year medical students (n = 142) using convenience sampling to describe preferred learning styles. The qualitative phase utilised three focus group discussions (FGDs) to explore the multimodal learning style exhibited by students in depth. Most students preferred a combination of learning styles reflective, sensing, visual and sequential (i.e., the RSVISeq style, 24.64%) from the ILS analysis. The frequency of learning preference from processing to understanding were well balanced: sequential-global domain (66.2%), sensing–intuitive (59.86%), active–reflective (57%) and visualverbal (51.41%). The qualitative data reported three major themes, namely, Theme 1: CBL mixed modalities navigates learner’s learning style, Theme 2: Learners active learning strategies from the CBL modalities supports learning and Theme 3: CBL modalities facilitating theory into clinical knowledge. Many quantitative and qualitative studies have reported the multimodal learning style of the first-year medical students. Medical students utilise multimodal learning styles to attain clinical knowledge when learning with CBL mixed modalities. Educators’ awareness of the multimodal learning style is crucial in delivering the CBL mixed modalities effectively, considering strategic pedagogical support for students to engage and learn CBL in bridging theoretical knowledge and clinical practice.

Teaching English to the rythm of the brain

Efficiently teaching and learning languages becomes increasingly important especially when it comes to the English language. Education systems should be able to equip students with adequate tools and skills required to face this world. However, they still have some room for improvement to achieve that purpose. This article seeks to contribute to the enhancement of the teaching-learning process of English by considering neuroscience discoveries. It is a bibliographic review providing neuroscience-based findings to help teachers facilitate the learning of foreign languages. Advances in neurotechnology have allowed neuroscientists to directly observe the functioning of the human brain. In this context lies the interdisciplinary field of neuroeducation. It specialises at serving education by providing relevant brain evidence. This study found that teachers should stimulate motivation, attention, emotions, and memory to help their students process and learn English. The present study concerns the teaching of high school students. With adolescents, teachers should consider the importance of reducing stress, promoting the reward system, using variety in their teaching, strengthening working memory, and fostering social interaction as well as a growth mindset. Looking at language in the brain, it appears that both hemispheres are involved in the language process which seems to stress the importance to provide for a rich multimodal learning environment. Besides, both the declarative and procedural memory are memory systems underlying language acquisition. However, adolescents have a stronger declarative memory. It entails that language teachers should appeal to the latter while allowing for the development of the procedural memory. In the light of the findings, this study produces a guide which exemplifies the incorporation of neuroscience principles within a standard English lesson. It leads teachers to consider neuroscience findings and operate intentionally. Creating a learning environment where teachers instruct at the rhythm of the brain and students’ skills are optimised.

Using Scaffolding to Improve Online Group Presentation in English Literature Classes: An Action Study at Van Lang University

The aim of this study is to examine the use of scaffolding to improve online group-work presentations in English literature classes. Different stages of action research such as planning, acting, observation, and reflection are described in detail. Three scaffolding activities (questioning, feedback, and providing digital resources) were used in this present study. Qualitative analysis reveals that teachers' scaffolding activities were found to be useful in supporting students’ online presentation of literary texts. Specifically, it was found that teacher and peer feedback scaffolding played an important role in helping learners better understand literary texts. Another finding is that, on the one hand, questioning encouraged learners to explore different aspects of literary works. Providing resources, on the other hand, has a practical impact in helping learners out of frustration in searching for pertinent facts about the presentation tasks. The study can be a useful source of reference in teaching English literature online, especially in a multimodal learning environment.

Eficacia de los subtítulos mejorados textualmente en el aprendizaje de vocabulario de estudiantes chinos de inglés como lengua extranjera

This study employed mixed-methods approach to investigate the impact of textually-enhanced captions on EFL learners’ incidental vocabulary gains and learners’ perceptions of the captioning usefulness in a multi-modal learning environment. 133 Chinese EFL high school learners of the low-intermediate level were randomly assigned to English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). Our quasi-experimental findings did not detect any significant differences among the caption types on vocabulary form recognition while ECL1 was found the most effective in meaning recall and recognition. Captioning types and learners’ language proficiency exerted medium-to-large effects on meaning recall and meaning recognition. Our qualitative data suggested the participants generally viewed captioned videos positively, with variability in perceptions of concurrent presentation of information. The saliency of L1 gloss could direct the viewers’ attention to the semantic features of a word and reinforce sound-form-meaning connections. Videos lacking L1 glosses of target words had relatively little effect on learners’ vocabulary learning while more textual inputs might not necessarily result in vocabulary gains. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos to enhance learners’ learning effectiveness.

Can Gamification Influence the Academic Performance of Students?

Gamification along with a whole range of other active methodologies are being incorporated into university classrooms due to their potential benefits for student learning. The aim of this paper was to analyse how a multimodal learning environment based on gamification could affect the final grades of university students in a subject taught at the Faculty of Education in a spanish university. The research was made up of 133 Spanish university students (Mage = 19.60; SDage = 0.43 years old). A quasi-experimental post-test design with a control group was used. The control group and the intervention group consisted of 66 and 67 students respectively. A multimodal gamified learning environment was set up for the intervention group, in contrast to traditional teaching methods which were reserved for the control group. Each one was implemented throughout an academic year. The results revealed statistically significant differences in the final average grade (p < 0.001), with students from the intervention group obtaining higher overall scores. The same occurred in the voluntary learning tasks, with students from the intervention group earning more Health Points (p = 0.006), more Experience Points (p = 0.005), a higher Total Score (p = 0.002) and a higher Level Achieved (p = 0.002). These findings point to the fact that a multimodal gamified learning environment can influence the academic performance of students. However, more scientific research has to be carried out in order to support these findings.

An Empirical Analysis of Audio-Visual Teaching and Network Multi-Modal Learning Environment Theory for English Majors.

In order to further investigate the network multi-modal learning environment to promote students' ability to English audio-visual effects and improve the quality of teaching effect, an empirical analysis of audio-visual teaching and network multi-modal learning environment theory for English majors was proposed in the research. The 98 students were chosen as the experiment objects from two classes in the same school. They were divided into the experiment class and the control class. The students in the experiment class were taught according to the teaching model based on network multi-modal learning environment theory. SPSS19.0 software was used to analyze the scores before and after the experiment. After 3 months of experiment teaching, the average score of the post-test of the experiment class was 13.65 points, 2.23 points higher than 11.42 points before the test. The average score of the control class was 11.08 points, 0.1 points lower than 11.18 points before the test. It could be seen that the teaching method based on a network multi-modal learning environment was more conducive to improving the audio-visual performance and the teaching effectiveness of English majors.

Integrating patient management, reflective practice, and ethical decision-making in an emergency medicine intern boot camp

BackgroundIntegration of clinical skills, ethical decision-making, and reflection skills have emerged as cornerstones of clinical teaching in medical schools. This study aimed to detect whether a multimodal learning environment approach consisting of lectures, a drill, post-drill video debriefing, and written reflection in an emergency medicine rotation boot camp improves interns’ patient management skills, ethical decision-making, and reflection skills.MethodsA multimodal learning environment was created by the collaboration of emergency medicine, ethics, and medical education specialists. Multiple educational techniques involving lectures, case discussions, and role-playing a crisis scenario were applied. Pre-test and post-test, debriefing on performances on video records, video-recorded performance assessment, and reflective essays about their own and group’s performances were used to assess various aspects of the student performances. Additionally, a meeting was organized with the presence of the authors to create qualitative data obtained through the program evaluation meeting conducted on three themes: influences of teaching methods, students’ performances, and common achievements and mistakes of students.Results133 students participated. Post-test multiple-choice question (MCQ) test scores were slightly higher than pre-test. A low and medium correlation was detected among pre-test and post-test patient management problem (PMP) and reflection scores, which was more prominent for female students. Multiple linear regression showed that pre-test and post-test PMP scores significantly contributed to reflection scores. These results might support that better patient management predicts more robust reflective practice. Teachers observed that students appreciated being inspired by well-performing peers, particularly noting the empathic needs of patients, companions, and other health professionals. However, students overlooked summoning forensic or social services and were inhibited by the pressure of the contextual traits of the drill.ConclusionThe multimodal learning environment created by multidisciplinary collaboration contributed to the improvement of components of situational awareness of the interns: patient management skills, ethical decision-making, and reflective practice. During this research, we created a toolbox better to capture the richness and diversity of student interactions. Considering the scarcity of context-specific assessment methods and widespread use of MCQs or generic scales for higher-order thinking skills in medicine, this study might be regarded as a step forward in that context.

Research on Flipped Classroom Teaching Mode From the Perspective of Multimodality

Flipped classroom is not only the flipping of knowledge imparting and knowledge internalization, but also the all-round reform of education concept, teaching content, teaching methods, teaching means and teaching evaluation. Multimodality provides a theoretical perspective and analytical framework for the teaching design of flipped classroom. Multimodality theory fits many characteristics of flipped classroom, which is conducive to giving full play to the advantages of flipped classroom. With the help of multimodal theory and multimodal teaching ideas, this study constructs a flipped classroom teaching mode under the multimodal perspective, which takes the dynamic teaching structure as the core and the open multimodal learning environment as the all-round support, and gives some operational suggestions.

Humor in multimodal language use: Students’ Response to a dialogic, social-networking online assignment

The focus of this study was on how students created and shared humor in an online multimodal learning environment. Across two semesters of a graduate course on psycholinguistics in education, 28 students posted 1006 pins on a social-networking webpage (Pinterest) that were subjected to a multimodal content analysis. The Pinterest boards provided a dialogic space for students to engage in on-going collaborative exploration of notable ways of using language in authentic sociocultural spaces. Many examples of humorous uses of language attested to students’ playful and creative application of course concepts. Through participants’ comments on pins and multimodal aspects of pins that transformed the nature of student-shared examples, some pins, originally not intended to be funny, came to represent examples of humor. Students took risks in pinning what they envisioned as possibly misconceived or even provocative content in pursuit of refining their understanding of psycholinguistic concepts.