A Study on the Impact of Multimodality on ESL Students' Learning Motivation in Primary School

Abstract

This paper investigates the impact of multimodal teaching on primary school students' motivation to learn English, emphasizing both theoretical and practical perspectives. With the rapid advancement of digital technology, traditional teacher-centered approaches are increasingly insufficient for addressing the cognitive and motivational needs of young learners. Multimodal teaching, which integrates text, images, audio, video, and interactive exercises or games, provides a richer and more immersive learning experience, allowing students to engage with content through multiple channels. A comprehensive review of prior research suggests that multimodal approaches can enhance students' motivation, creativity, comprehension, and active participation, while also fostering higher-order thinking skills such as critical analysis and problem-solving. In a classroom setting, a multimodal project involving PowerPoint and video presentations on family vacations was implemented to examine its practical effects. The project allowed students to combine personal narratives, visual materials, and audio recordings, promoting both linguistic accuracy and self-expression. Results indicated improvements in students' confidence, engagement, and accuracy in using the target language. However, challenges related to technological access, unequal opportunities, and fairness in assessment also became apparent, highlighting the need for careful instructional design. Overall, this study demonstrates that, when supported by adequate school resources and comprehensive teacher training, multimodal teaching can significantly enhance young EFL learners' motivation, creativity, and active involvement in the learning process. The findings provide practical insights for educators seeking to design inclusive, interactive, and effective English learning experiences that connect classroom activities with students' real-life contexts.