Effect of CALL-based multimodal pedagogy on learner motivation and willingness to communicate in English: A study from university students’ perspective

Amina Bashir; Aamir Aziz; Muhammad Imran; Norah Almusharraf

doi:10.30935/cedtech/15961

Amina Bashir ¹, Aamir Aziz ¹, Muhammad Imran ² ³ ^* , Norah Almusharraf ²

More Detail

CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep568

https://doi.org/10.30935/cedtech/15961

Submitted: 01 December 2024, Published Online: 13 February 2025

OPEN ACCESS 168 Views 63 Downloads

Download Full Text (PDF)

Abstract

With technological advancement, multimodality has received paramount importance in teaching and learning. Different technology-based assistance is available nowadays, and computer-assisted language learning (CALL) is one of them. It uses computer-based tools, materials, resources, and information to assist second language learning. Motivation keeps learners focused and persistent, making them more willing to communicate in a second language. This quantitative study unearths how the use of multimodal pedagogical resources motivates language learners and promotes their willingness to communicate (WTC). For this purpose, data is collected from the English language learners of three semesters from the department of English, University of Sahiwal. From the 3^rd, 5^th, and 7^th semesters, the data is collected using Google Forms, and a five-point Likert scale questionnaire is utilized as the research instrument. The responses are analyzed descriptively using SPSS 29. The validity and reliability analysis of the questionnaire is also done to check the quality and strength of the instrument utilized. Inferential Statistical Analysis is done by using two non-parametric tests, the Mann-Whitney U Test and Kruskal-Wallis H test. From the responses received and the descriptive analysis, it is observed that the use of multimodal pedagogies motivates the learners and makes them more willing to communicate in the target language not only inside the classroom but also outside the classroom.

Keywords: CALL, motivation, WTC, multimodal pedagogy, multimodality

References

Adara, R. A., & Haqiyah, A. (2021). Improving Indonesian EFL learners’ motivation through computer-assisted learning (CALL). Journal of English Language Studies, 6(1), 110–121. https://doi.org/10.30870/jels.v6i1.9119
Ahmad, M., Mahmood, M. A., Siddique, A. R., Imran, M., & Almusharraf, N. (2024). Variation in academic writing: A corpus-based investigation on the use of syntactic features by advanced L2 academic writers. Journal of Language and Education, 10(3), 25–39. https://doi.org/10.17323/jle.2024.21618
Asad, M. M., Shahzad, S., Shah, S. H. A., Sherwani, F., & Almusharraf, N. M. (2024). ChatGPT as artificial intelligence-based generative multimedia for English writing pedagogy: challenges and opportunities from an educator’s perspective. The International Journal of Information and Learning Technology, 41(5), 490–506. https://doi.org/10.1108/IJILT-02-2024-0021
Aziz, A., & Shakir, A. (2023). Exploring desirability and feasibility of learner autonomy: College English language teachers’ beliefs in the Pakistani context. Linguistic Forum-A Journal of Linguistics, 5(2), 85–102.
Aziz, A., Mahmood, M. A., Ahmad, S., & Akbar, N. (2021). A corpus-based study of genre-specific discourse: MA TEFL thesis abstracts. Journal of Language and Linguistic Studies, 17(S2), 884–898. https://doi.org/10.17263/jlls.904084
Billore, S., & Rosén, C. (2016). A cross-cultural study of attitudes to digital tools among students and teachers in the European language classroom. In Proceedings of the International Symposium on Digital Humanities: Book of Abstracts (pp. 18–20).
de Souza, R., Parveen, R., Chupradit, S., Velasco, L. G., Arcinas, M., Tabuena, A. C., Pentang, J. T., & Ventayen, R. J. M. (2021). Language teachers’ pedagogical orientations in integrating technology in the online classroom: Its effect on students motivation and engagement. Turkish Journal of Computer and Mathematics Education, 12(10), 5001–5014. https://doi.org/10.2139/ssrn.3844678
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation. Routledge. https://doi.org/10.4324/9781351006743
Enright, E. F., Gahan, C. G., Joyce, S. A., & Griffin, B. T. (2016). The impact of the gut microbiota on drug metabolism and clinical outcome. The Yale Journal of Biology and Medicine, 89(3), Article 375.
Fedorenko, S. (2018). Humanistic foundations of foreign language education: Theory and practice. Advanced Education, 5(10), 27–31. https://doi.org/10.20535/2410-8286.142319
Fedorenko, S., & Kravchenko, T. (2023). Multimodal resources and students’ motivation in English for specific purposes. Arab World English Journal, 14(1), 59–70. https://doi.org/10.24093/awej/vol14no1.4
Fedorenko, S., Voloshchuk, I., Sharanova, Y., Glinka, N., & Zhurba, K. (2021). Multimodality and digital narrative in teaching a foreign language. Arab World English Journal, (7), 178–189. https://doi.org/10.24093/awej/call7.13
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Newbury House Publishers.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315
Grenner, C., & Hagelin Jönsson, N. (2019). The effect of the use of CALL on pupils’ motivation and language development in English. DIVA Portal. https://www.diva-portal.org/smash/get/diva2:1496203/FULLTEXT01.pdf
Guichon, N., & Cohen, C. (2016). Multimodality and CALL. In F. Farr, & L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 509–521). Routledge.
Gull, A., Imran, M., Yiunas, M., & Afzaal, M. (2020). A descriptive study of challenges faced by English language teachers in integrating information and communication technology (ICT) tools at elementary level in Pakistan. International Journal of Advanced Science and Technology, 29(8), 290–305.
Gutierrez, J. S., Huamán-Romaní, Y. L., Burga-Falla, J. M., Cusilayme-Barrantes, H. C. B., & Zegarra, S. D. R. O. (2024). I’m all ears: Teachers support in CALL and its nuances on EFL learners’ resilience, willingness to communicate, and academic well-being. Computer-Assisted Language Learning Electronic Journal, 25(4), 578–603.
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. Hodder Arnold.
Harkavy, I., Bergan, S., Gallagher, T., & Van’t Land, H. (2021). Universities must help shape the post-COVID-19 world. In Higher education’s response to the COVID-19 pandemic: Building a more sustainable and democratic future (21–29).
Hewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam performance: A replication of Phillips’s MLJ study. The Modern Language Journal, 96(2), 170–189. https://doi.org/10.1111/j.1540-4781.2011.01174.x
Hinton, D. E., Pham, T., Tran, M., Safren, S. A., Otto, M. W., & Pollack, M. H. (2004). CBT for Vietnamese refugees with treatment-resistant PTSD and panic attacks: A pilot study. Journal of Traumatic Stress: Official Publication of The International Society for Traumatic Stress Studies, 17(5), 429–433. https://doi.org/10.1023/B:JOTS.0000048956.03529.fa
Huang, H., & Li, M. (2024). The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023. Language Learning & Technology, 28(1).
Imran, M., & Almusharraf, N. (2024). Digital learning demand and applicability of quality 4.0 for future education: A systematic review. International Journal of Engineering Pedagogy, 14(4). https://doi.org/10.3991/ijep.v14i4.48847
Imran, M., Almusharraf, N., Abdellatif, M. S., & Ghaffar, A. (2024a). Teachers’ perspectives on effective English language teaching practices at the elementary level: A phenomenological study. Heliyon, 10(8). https://doi.org/10.1016/j.heliyon.2024.e29175
Imran, M., Almusharraf, N., Ahmed, S., & Mansoor, M. I. (2024b). Personalization of e-Learning: Future trends, opportunities, and challenges. International Journal of Interactive Mobile Technologies, 18(10). https://doi.org/10.3991/ijim.v18i10.47053
Jaramillo C. N., & Nadolny, L. (2023). Willingness to communicate and oral communicative performance through asynchronous video discussions. Language Learning & Technology, 27(1), 1–23.
Jewitt, C. (2013). Multimodal methods for researching digital technologies. In S. Price, C. Jewitt, & B. Brown (Eds.), The SAGE handbook of digital technology research (pp. 250–265). https://doi.org/10.4135/9781446282229.n18
Kazu, İ. Y., & Kuvvetli, M. (2023). A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition. Education and Information Technologies, 28(10), 13541–13567. https://doi.org/10.1007/s10639-023-11756-y
Kress, G., & van Leeuwen, T. (2020). Reading images: The grammar of visual design. Routledge. https://doi.org/10.4324/9781003099857
Lai, H. Y. T. (2013). The motivation of learners of English as a foreign language revisited. International Education Studies, 6(10), 90–101. https://doi.org/10.5539/ies.v6n10p90
Lange, C., & Costley, J. (2020). Improving online video lectures: Learning challenges created by media. International Journal of Educational Technology in Higher Education, 17, 1–18. https://doi.org/10.1186/s41239-020-00190-6
MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564–576. https://doi.org/10.1111/j.1540-4781.2007.00623.x
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in an L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
Mann, H. B., & Whitney, D. R. (1947). On a test of whether one of two random variables is stochastically larger than the other. The Annals of Mathematical Statistics, 18(1), 50–60. https://doi.org/10.1214/aoms/1177730491
Maqbool, M. A., Asif, M., Imran, M., Bibi, S., & Almusharraf, N. (2024). Emerging e-learning trends: a study of faculty perceptions and impact of collaborative techniques using fuzzy interface system. Social Sciences & Humanities Open, 10, Article 101035. https://doi.org/10.1016/j.ssaho.2024.101035
Marzá, N. E., & Gómez, I. F. (2022). New genres and new approaches: Teaching and assessing product pitches from a multimodal perspective in the ESP classroom. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, (38), 65–81. https://doi.org/10.30827/portalin.vi38.21621
Okoye, K., & Hosseini, S. (2024). Mann-Whitney U test and Kruskal-Wallis H test statistics in R. In K. Okoye, & S. Hosseini (Eds.), R programming: Statistical data analysis in research (pp. 225–246). Springer. https://doi.org/10.1007/978-981-97-3385-9_11
Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (2016). Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective. Language Teaching Research, 20(5), 654–671. https://doi.org/10.1177/1362168815609615
Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834–876. https://doi.org/10.1111/j.1467-9922.2010.00576.x
Perez, M. M. (2020). Multimodal input in SLA research. Studies in Second Language Acquisition, 42(3), 653–663. https://doi.org/10.1017/S0272263120000145
Sari, A. B. P. (2020). WhatsApp-based speaking test in EFL context. Journal of English Language Studies, 5(2), 175–188. https://doi.org/10.30870/jels.v5i2.8289
Shrestha, N. (2021). Factor analysis as a tool for survey analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4–11. https://doi.org/10.12691/ajams-9-1-2
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143–179. https://doi.org/10.1017/S0261444811000528
Tran, T. M. L. (2024). Blended learning in EFL classrooms at a Vietnamese university from students’ perspectives. International Journal of TESOL & Education, 4(2), 99–117. https://doi.org/10.54855/ijte.24426
Xu, J. (2023). Extensions of the Mann-Whitney U test [Honor’s thesis, Dalhousie University].
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54–66. https://doi.org/10.1111/1540-4781.00136
Younas, M., Imran, M., Noor, U., & Khaled, S. (2019). Role of ESL instructors and learners’ attitude to use pedagogical techniques in developing reading skills at the secondary level: A case study of Lahore, Pakistan. Al-Qalam, 24(1), 411–425.

Citation

Bashir, A., Aziz, A., Imran, M., & Almusharraf, N. (2025). Effect of CALL-based multimodal pedagogy on learner motivation and willingness to communicate in English: A study from university students’ perspective. Contemporary Educational Technology, 17(2), ep568. https://doi.org/10.30935/cedtech/15961

Bashir, A., Aziz, A., Imran, M., and Almusharraf, N. (2025). Effect of CALL-based multimodal pedagogy on learner motivation and willingness to communicate in English: A study from university students’ perspective. Contemporary Educational Technology, 17(2), ep568. https://doi.org/10.30935/cedtech/15961

Bashir A, Aziz A, Imran M, Almusharraf N. Effect of CALL-based multimodal pedagogy on learner motivation and willingness to communicate in English: A study from university students’ perspective. CONT ED TECHNOLOGY. 2025;17(2), ep568. https://doi.org/10.30935/cedtech/15961

Bashir, Amina, Aamir Aziz, Muhammad Imran, and Norah Almusharraf. "Effect of CALL-based multimodal pedagogy on learner motivation and willingness to communicate in English: A study from university students’ perspective". Contemporary Educational Technology 2025 17 no. 2 (2025): ep568. https://doi.org/10.30935/cedtech/15961

Bashir, Amina et al. "Effect of CALL-based multimodal pedagogy on learner motivation and willingness to communicate in English: A study from university students’ perspective". Contemporary Educational Technology, vol. 17, no. 2, 2025, ep568. https://doi.org/10.30935/cedtech/15961

Bashir A, Aziz A, Imran M, Almusharraf N. Effect of CALL-based multimodal pedagogy on learner motivation and willingness to communicate in English: A study from university students’ perspective. CONT ED TECHNOLOGY. 2025;17(2):ep568. https://doi.org/10.30935/cedtech/15961