Salixova Malika Bahtiyor qizi

Аннотация

In response to the evolving needs of English as a Foreign Language (EFL) learners and the growing prominence of digital literacy, this study investigates the pedagogical benefits of multimodal input—specifically, the integration of video, audio, and text—in language instruction. A mixed-methods approach was employed involving 60 intermediate-level EFL students, divided into an experimental group exposed to multimodal content and a control group receiving traditional textbook-based instruction over six weeks. Data from pre- and post-tests, surveys, and semi-structured interviews revealed statistically significant improvements in vocabulary retention and listening comprehension among students in the experimental group. Furthermore, engagement and motivation levels were notably higher in the multimodal condition. These findings align with theoretical frameworks such as Dual Coding Theory, Cognitive Load Theory, Multimedia Learning Theory, and Krashen’s Input Hypothesis, reinforcing the argument for incorporating multimodal strategies in contemporary EFL classrooms. Keywords: multimodal learning, EFL, vocabulary retention, listening comprehension, student engagement, digital tools, Dual Coding Theory, multimedia learning, input hypothesis, cognitive load theory