EXPLORING MULTIMODAL STRATEGIES TO RESHAPE WRITING SKILLS AND LEARNER MOTIVATION AMONG INTERMEDIATE COLLEGE STUDENTS IN PAKISTAN
Keywords:
Attitude, Cornell Note Taking, Mind Maps, Motivation Writing Skills, Multimodal Learning, VideosAbstract
This research aimed to investigate the impact of multimodal learning strategies to improve writing skills of intermediate students in Islamabad colleges. A quasi-experimental design was used for 100 students based on control groups and experimental groups, 50 students were selected from first year and 50 from second year. This quantitative research design was based on the syllabus learning outcomes (SLOs) of the students, which helped them to be more engaged for the improvement of English language skills in the process for data collection. For instructional tasks, summary writing and dialogue writing were assigned to first-year students, whereas essay writing and report writing were assigned to second-year students. The experimental group practiced four genres using different multimodal strategies, which included Cornell note taking for summary writing, YouTube videos for dialogue and report writing, and mind mapping for essay writing. Data collection methods included pre and post-tests and a Likert scale questionnaire. Results showed significant improvement in the content and vocabulary, and moderate improvement in organization and grammar skills. Students also expressed positive attitudes about multimodal approaches. The results show the potential of multimodal approaches in developing writing proficiency and innovative pedagogical strategies for teaching English in the classrooms at the college level.
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