Multimodal resources for learning English as a foreign language outside the classroom: Insights from Lithuanian university students
Year: 2026
Type: article
Study design: Observational Study
Abstract: This study aimed to reveal Lithuanian university students’ views on the use of multimodal resources for learning English as a foreign language. An anonymous online questionnaire, including open-ended and closed-ended questions, was administered to upper-intermediate and advanced-level students to collect data. The data were analysed using quantitative and qualitative methods and, at times, compared across the two student groups when views differed greatly. The findings suggest that the use of multimodal resources significantly helps English skill improvement, as close to half of all the participants emphasised that they improve vocabulary and reading skills, and moderately enhance grammar and writing skills this way. They see multimodal resources as motivating, engaging, and effective. In fact, videos are seen as effective by half of the study participants, but moderately effective are these: music, podcasts, interactive games, online platforms with interactive tasks, social media, and online dictionaries. It is also important to note that students’ experience of using such resources has individual differences, and upper-intermediate students find the use of multimodal resources challenging and have accessibility-related issues. Although the findings should be viewed in light of some limitations, they can help EFL teachers to gain insight, improve their multimodal pedagogies and make students’ learning more effective by using the multimodal resources they identify as the most useful.
DOI: 10.69648/uemq3606
Author: Aurelija Daukšaitė-Kolpakovienė
Institution: Vytautas Magnus University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7168649899