Interactive Multimedia and Language Learning Styles of Saudi EFL Learners: A Study of Learning Engagement

Abstract

Interactive multimedia refers to dynamic and interactive learner engagement via multiple forms of media such as audio, video, text, and animation visible in the latest applications of educational technology in the classrooms. In the EFL and the general language learning context, its precursor was the language laboratory which facilitated learner-machine interaction in the previous few decades. With technological advancements however, the man-machine interface has grown in the dimension of the latter moving ever closer to replacing the former in the educational paradigm to the extent of shaping pedagogies and learning styles, prompting scientific inquiries into the emergent dynamics. Accordingly, this study explores how interactive multimedia shapes and reinforces the language learning styles of Saudi EFL learners in terms of learning engagement. Statistical correlations were established using survey-based data collected from a sample of 30 Saudi EFL learners. As per the findings, the respondents have a highly positive perception regarding the role of interactive multimedia in shaping and reinforcing their language learning styles. Quantum of learners’ engagement correlated significantly with interactive multimedia use and improvement in their language learning styles. Specifically, heightened engagement with multimedia was linked to a more pronounced Paivio-oriented attitude towards language learning. This suggests that learners who perceive their interaction with multimedia as enriching exhibit a stronger alignment with dual-coding theories, leveraging both visual and verbal cues for enhanced language acquisition. In essence, this research underscores the pivotal role of interactive multimedia as not just a tool for language learning, but as a catalyst that modifies and enhances how Saudi EFL learners approach the language acquisition process, ultimately improving their overall learning experience.