The Influence of Multimodal Visual Methodologies on EFL University Students’ Audio-Visual Comprehension, Verbal and Nonverbal Communication
Abstract
Background: Technological devices and multimedia resources are enhancing verbal communication in language learning. Vodcasts, combining audiovisual material with visuals, help develop mental schemas. Nonverbal communication is challenging for students, potentially impacting grades. Verbal communication analysis examines speech structure, social uses, roles, and power relations, highlighting the complexity of verbal communication in everyday interactions.
Purpose: The study aims to examine the influence of multimodal visual methodologies on the audio-visual comprehension of EFL university students. The study also seeks to understand how multimodal visual methodologies affect the non-verbal and verbal communication skills of EFL students. Besides, it aims to explore the factors that cultivate students' audio-visual comprehension, non-verbal, and verbal communication skills.
Method: The study's sample consists of 214 EFL university students. A mixed-mode descriptive research design was used in this study. The quantitative data collection instruments used in the current study were three tests: audio-visual comprehension, non-verbal, and verbal communication tests. Consequently, a repeated-measures ANOVA and t-test paired samples were conducted on the set of three test scores over time. In the qualitative phase, data were collected from 20 purposefully selected students. "Focus group semi-structured interview" was used to collect qualitative data.
Results: The study's findings revealed that adopting multimodality has a positive impact on EFL university students. Audio-visual multimodal input, such as videos with subtitles, enhances listening comprehension and vocabulary acquisition. Teaching body language, gestures, and facial emotions using images enhances verbal and non-verbal communication, creative skills, and engagement. Finally, the results from the students' interviews show that students positively perceive psychological, social, engagement, and pedagogical factors affecting verbal and nonverbal communication, and multimodal technologies improve the learning environment, boost mental readiness, overcome listening anxiety, interpret body language, and prevent boredom.
Conclusion: The study highlights the critical role of linguistic and psychological factors in EFL, particularly emphasizing the significance of audio-visual comprehension and both verbal and non-verbal communication skills. It also identifies three key variables that aid EFL students in enhancing their retention, long-term memory, and confidence for independent English learning.
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