Implementing a Comprehensive Instructional Design Framework for Technology-Enhanced Language Learning to Enhance Engagement, Self-Confidence, and Reduce Cognitive Load: A Qualitative Study on Learning Experiences
DOI:
https://doi.org/10.17507/jltr.1606.01Keywords:
learning experience, technology-enhanced language learning, multimedia-based instructional design, self-confidence and engagement, cognitive loadAbstract
The global pandemic has accelerated digital transformation, prompting a need to investigate the outcomes of technology-enhanced learning environments on students’ success. The current study develops a multimedia-based English language learning tool and assesses its impact on students’ engagement, self-confidence, and learning outcomes within a tertiary-level setting. Using a focus group interview protocol, this study involves 25 tertiary-level students to gather insights into their perceptions and experiences with technology-enhanced language learning tools. The findings contribute valuable insights into the evolving domain of language learning and underscore the significance of designing instructions for the learning material considering a comprehensive approach. The study reveals a positive shift in learning dynamics, with students demonstrating heightened engagement, increased self-confidence, and reduced cognitive load. Understanding these shifts is crucial for educators, policymakers, and stakeholders as face-to-face interactions diminish. The research bridges the gap between theoretical frameworks and practical applications, contributing to a deeper understanding of the dynamics of multimedia learning. The present study plays a pivotal role in shaping the future of tertiary language education, ensuring that learning tools meet educational standards and address the evolving needs of language learners.
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