Research on mixed method has made great development.In order to explore the practical application of mixed method,this article starts from the perspective of language learner cognition and selects The Modern Language ...Research on mixed method has made great development.In order to explore the practical application of mixed method,this article starts from the perspective of language learner cognition and selects The Modern Language Journal and Language Teaching Research as the research journals.It explores some empirical papers that used mixed method to learn the specific research designs of mixed method as well as the main means of its application.The study finds that mixed method has been applied in several fields and is more scientifically reliable than qualitative and quantitative methods especially in language learner cognition,and the different research tools used in the field of language learner cognition demonstrate the flexibility and relevance of mixed method data collection.展开更多
In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing ...In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights,the study uncovers a dynamic correlation between language motivation and speaking fluency.The research findings indicate that heightened language motivation can positively impact learners’speaking fluency,while improved oral skills,in turn,bolster learners’language confidence and motivation.Building on these insights,the study proposes impactful teaching approaches,such as cultivating learners’enthusiasm for language acquisition,providing diverse opportunities for oral practice,and fostering active engagement in language communication.These strategies are designed to enhance language motivation and speaking fluency among learners,offering valuable guidance and reference for educators.展开更多
This paper explores the lexical association patterns of English as a second language and their relationship with language proficiency.Through the vocabulary association test,the study analyzes the differences in vocab...This paper explores the lexical association patterns of English as a second language and their relationship with language proficiency.Through the vocabulary association test,the study analyzes the differences in vocabulary association between learners with different language levels.The participants were 100 non-native English-speaking un-dergraduate students from a top 200 university,such as the University of Nottingham,and a university outside the top 200,such as the University of Aberdeen;the two groups of learners differed in their vocabulary size and learning style.It was found that the two groups of learners differed significantly in vocabulary size,language background,and learning experience.In addition,the study raises three core questions:first,learners’lexical association patterns,second,dif-ferences in association among learners with different language proficiency levels,and third,other variables that affect vocabulary association ability.The limitations of the study are that reaction time was not measured and the influence of native language background on word association was not fully considered;future research should further explore these aspects.展开更多
This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was signif...This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.展开更多
Vocabulary learning is of great importance in the successful development of communication and literacy skills(Teresa A. Belisle, 2011). Some questions will be discussed as how many words a learner needs to know? How m...Vocabulary learning is of great importance in the successful development of communication and literacy skills(Teresa A. Belisle, 2011). Some questions will be discussed as how many words a learner needs to know? How many words are there in English? And how many words do native speakers know. A clearer idea will be presented to show the number of words different people know and need for various purposes in the daily life.展开更多
Learner Autonomy (LA) is the desirable goal of the education. To date, many Learner Autonomy training programs have been carried out in foreign language teaching. Cooperative Learning (CL) is a language teaching a...Learner Autonomy (LA) is the desirable goal of the education. To date, many Learner Autonomy training programs have been carried out in foreign language teaching. Cooperative Learning (CL) is a language teaching and learning strategy which gets learners actively and cooperatively involved in learning a foreign language in groups. Both of them have been respectively advocated from pedagogical point of view and from the perspective of philosophy. However, being autonomous does not necessarily mean learning alone. Language learners should learn cooperatively and autonomously. It is the author's contention that CL is a good method to promote LA. CL has positive effects on both students' readiness and their ability to be more autonomous. CL enhances self-esteem and self-confidence, increases high motivation, encourages learners' responsibility for learning, enhances self-management skills, increases support for language learners to move from interdependence to independence. The paper stresses in the end that promoting LA is the teacher's long-term pedagogic goal.展开更多
Learner beliefs of language learning are of critical importance to the success or failure of any student's efforts to master a foreign language. In this paper, some recent researches on learner beliefs about language...Learner beliefs of language learning are of critical importance to the success or failure of any student's efforts to master a foreign language. In this paper, some recent researches on learner beliefs about language learning have been reviewed and summarized. The learner beliefs in Chinese context are also discussed. It is suggested that it is premature to determine learner beliefs in Chinese context and to conclude that cultural differences have great influences on learner beliefs. More researches need to be conducted by means of more various research methodolozies.展开更多
Learner autonomy is an effective way to improve the efficiency of ELT. This paper makes a preliminary study on the possible approaches to promote learner autonomy in the language classroom.
This paper is intended to introduce some helpful learning strategies to language learners by brief analysis of Good Language Learner (GLL) strategies. As is shown, many different factors affect language learning and...This paper is intended to introduce some helpful learning strategies to language learners by brief analysis of Good Language Learner (GLL) strategies. As is shown, many different factors affect language learning and the important one of them is individual differences — different motivation, different aptitude and different learning strategies, etc.— which can lead to various achievements in language learning. Therefore, learners should try to employ the most appropriate learning strategies in order to get desired achievements.展开更多
This paper aims to make a comparison between good and poor language learners in the use of vocabulary learning strategies. It will introduce some helpful vocabulary learning strategies to help those frustrated Chinese...This paper aims to make a comparison between good and poor language learners in the use of vocabulary learning strategies. It will introduce some helpful vocabulary learning strategies to help those frustrated Chinese college non-English major learners.展开更多
This paper takes 360 college students from a foreign language college in a national university as the research object.Through cross-cultural understanding,cross-cultural attitude and cross-cultural communication,the c...This paper takes 360 college students from a foreign language college in a national university as the research object.Through cross-cultural understanding,cross-cultural attitude and cross-cultural communication,the current situation and influencing factors of minority college students’cross-cultural ability training are investigated.First,minority college students have positive cross-cultural attitudes,however,due to the lack of media literacy and cross-cultural understanding education,there are certain conflicts and preconceived notions about the cognition of different cultures.Secondly,minority college students’self-confidence in language communicative competence actively promotes the formation of cross-cultural self-confidence.Thirdly,the current focus of foreign language teaching is still on the cultivation of language communicative competence.Students are confused about language communicative competence and inter-cultural competence.Moreover,due to the inconsistency of cross-cultural courses,minority college students’ability to understand their own cross-cultural knowledge only involves the accumulation of superficial cultural knowledge.Therefore,minority colleges and universities should give full play to their multi-cultural background,improve teachers’cross-cultural literacy,set up a systematic cross-cultural curriculum,support rich cross-cultural practice,and construct a multi-cultural and national characteristic cross-cultural education.展开更多
The technology has been utilized by many teachers to provide English language learners with better learning experience.But it can not be denied that the technology is a two edged sword.The technology could facilitate ...The technology has been utilized by many teachers to provide English language learners with better learning experience.But it can not be denied that the technology is a two edged sword.The technology could facilitate the students’learning if it is used in a proper way.Otherwise,the technology may even have adverse effects.The paper will illustrate how the teacher could succeed in adapting the technology to meet specific demand of the students through case study.展开更多
This paper reports findings from a longitudinal qualitative study that investigated the use of children's literature for Taiwan Residents University English as a Foreign Language (EFL) students' reading. During th...This paper reports findings from a longitudinal qualitative study that investigated the use of children's literature for Taiwan Residents University English as a Foreign Language (EFL) students' reading. During the course of their sophomore year, 17 students participated and each student held two to seven individual reading sessions, to which they brought a self-selected children's picture storybook or children's novel they had finished reading on their own and orally read it to the researcher. Their oral reading and the discussion of each book with the researcher were audio recorded. To gain insight into the reading progress, these oral data were categorized and analyzed in terms of mispronunciation patterns, misunderstanding of vocabulary, misinterpretation of sentence or passage, and researcher's guidance. General findings of the 17 participants were presented in three categories: (1) vocabulary acquisition, (2) common comprehension problems, and (3) common pronunciation problems. Further analysis of two motivated students who read five to seven books revealed that (1) these two EFL learners gradually developed conscious awareness of their own pronunciation and comprehension errors and (2) they progressively acquired better competence to apply the pronunciation tips and reading comprehension techniques provided by the researcher during previous sessions. These findings and corresponding implications are discussed and further research suggestions are made.展开更多
Purpose:By methodologically reviewing the literature on Technology-Assisted Reading Instruction(TARI)for English Language Learners(ELLs)in K-12 settings,this study aims to advance the knowledge of TARI research and gu...Purpose:By methodologically reviewing the literature on Technology-Assisted Reading Instruction(TARI)for English Language Learners(ELLs)in K-12 settings,this study aims to advance the knowledge of TARI research and guide future research directions.Design/Approach/Methods:This study examines 32 peer-reviewed journal articles published between 2000 and 2020.Each article was analyzed for research objectives,reading skills,learner demographics and contexts,theoretical frameworks,research designs,and outcomes.Findings:A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments,but limited attention to learners'literacy practices and interactive engagement in digital contexts.Additionally,there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs'reading progression and a continued emphasis on developing traditional literacy over multimodal literacy.TARI can enhance reading motivation,foster collaborative learning,provide scaffolding,improve reading performance,andexpand semiotic resources.Originality/Value:As one of the first comprehensive methodological reviews of TARl,this study elucidates ELL reading education in the era of multiliteracy.Results have implications for technology-mediated education,which expanded rapidly during the COVID-19 pandemic.展开更多
A learner’s stages of L2 development are connected by his or her L1 and culture.It is,accordingly,of paramount importance to understand the second language learners’culture and learning process and better assist the...A learner’s stages of L2 development are connected by his or her L1 and culture.It is,accordingly,of paramount importance to understand the second language learners’culture and learning process and better assist them through this process in the way of teaching them English.Similarly,inter-language theory(IL)and contrastive rhetoric are affected by factors,such as learner’s L1,learning experiences,and culture.This paper talks about these two theory’s characteristics,constructs,and importance,so language instructors may better understand the L2 learning phenomena and think out better methods to help language learners improve their language skills.展开更多
This article discusses some theories relating to language learning and motivation. Considerable confidence is placed in the value of movies to enhance the learning of English language. From the author's own observati...This article discusses some theories relating to language learning and motivation. Considerable confidence is placed in the value of movies to enhance the learning of English language. From the author's own observation and experiences, movies are used to improve learners' motivation academically in three stages in addition to the discussion and evaluation of the activities in the three stares.展开更多
This research is designed to investigate interlanguage fossilization in Chinese college students' written output. Twelve common linguistic errors from 20 Chinese EFL (English as a foreign language) learners' writi...This research is designed to investigate interlanguage fossilization in Chinese college students' written output. Twelve common linguistic errors from 20 Chinese EFL (English as a foreign language) learners' writing assignments are observed. Results show that among 12 typical errors, five types of errors are declining while the rest are increasing, indicating a tendency towards fossilization. Analysis shows that negative/corrective feedback has played a key role in reducing fossilization of some errors, but it does not work in every case. Some errors tend to be fossilized for several reasons. First, language items that do not have a direct form-function relationship are likely to be fossilized. Second, advanced learners create their own language system and neglect the basic rules of grammar. Third, task difficulty takes learners' attention away from form to meaning. Fourth, ingrained thinking patterns have a great impact on how learners organize their thoughts in writing. It is true that many Chinese EFL advanced learners reach a plateau in the process of acquiring English. However, attention, consciousness, and training of self-monitoring ability will help destabilize their interlanguage system.展开更多
The present paper reports on a small-scale project that investigates two main questions: (1) whether EFL (English as a Foreign Language) learners prefer working in pairs or small groups; and (2) what factors th...The present paper reports on a small-scale project that investigates two main questions: (1) whether EFL (English as a Foreign Language) learners prefer working in pairs or small groups; and (2) what factors they take into consideration when they are free to choose their partners in pair work activities. To investigate the research questions, a questionnaire was developed and distributed among 96 Iranian intermediate EFL students who participated in the study on a voluntary basis. The findings showed that 45% of the participants preferred pair work, 26% preferred group work, and 29% reported it made no difference to them. The results also indicated that learners select their partners based on four factors: age, proficiency, familiarity and language learning motivation. Gender and popularity with the whole class were among the factors that the participants did not pay attention to when opting for a partner.展开更多
Nowadays, there are many super language learners speaking more than ten languages, some of whom are introduced by Michael Erard in the book Babel No More. After reading the book and researching some young hyperpolyglo...Nowadays, there are many super language learners speaking more than ten languages, some of whom are introduced by Michael Erard in the book Babel No More. After reading the book and researching some young hyperpolyglots from the internet, people can find out that what is knowing a language and the different language learning strategies from these super language learners. With critically analyzing each hyperpolyglot, we can apply these strategies to the area of second language teaching.Key words:展开更多
Language input in foreign language classrooms is no longer restricted to one particular mode of transmission,but it can be achieved by use of different modes.Multimodality or the combination of various modes has been ...Language input in foreign language classrooms is no longer restricted to one particular mode of transmission,but it can be achieved by use of different modes.Multimodality or the combination of various modes has been applied to stimulate foreign language learning.The present paper aims to verify the effectiveness of multimodal input in language learning.It demonstrates the experiment conducted in two freshman classes in a university.The two classes used the same textbook supported by audio CD containing the recorded material.The experiment class,however,additionally has some visuals in listening classes to strengthen the linguistic input.The research lasted for one semester and findings from the study show that multimodal input has significantly improved the listening and speaking abilities of the students and also has positive impacts on the learners’attitudes towards language study.展开更多
文摘Research on mixed method has made great development.In order to explore the practical application of mixed method,this article starts from the perspective of language learner cognition and selects The Modern Language Journal and Language Teaching Research as the research journals.It explores some empirical papers that used mixed method to learn the specific research designs of mixed method as well as the main means of its application.The study finds that mixed method has been applied in several fields and is more scientifically reliable than qualitative and quantitative methods especially in language learner cognition,and the different research tools used in the field of language learner cognition demonstrate the flexibility and relevance of mixed method data collection.
文摘In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights,the study uncovers a dynamic correlation between language motivation and speaking fluency.The research findings indicate that heightened language motivation can positively impact learners’speaking fluency,while improved oral skills,in turn,bolster learners’language confidence and motivation.Building on these insights,the study proposes impactful teaching approaches,such as cultivating learners’enthusiasm for language acquisition,providing diverse opportunities for oral practice,and fostering active engagement in language communication.These strategies are designed to enhance language motivation and speaking fluency among learners,offering valuable guidance and reference for educators.
文摘This paper explores the lexical association patterns of English as a second language and their relationship with language proficiency.Through the vocabulary association test,the study analyzes the differences in vocabulary association between learners with different language levels.The participants were 100 non-native English-speaking un-dergraduate students from a top 200 university,such as the University of Nottingham,and a university outside the top 200,such as the University of Aberdeen;the two groups of learners differed in their vocabulary size and learning style.It was found that the two groups of learners differed significantly in vocabulary size,language background,and learning experience.In addition,the study raises three core questions:first,learners’lexical association patterns,second,dif-ferences in association among learners with different language proficiency levels,and third,other variables that affect vocabulary association ability.The limitations of the study are that reaction time was not measured and the influence of native language background on word association was not fully considered;future research should further explore these aspects.
文摘This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.
文摘Vocabulary learning is of great importance in the successful development of communication and literacy skills(Teresa A. Belisle, 2011). Some questions will be discussed as how many words a learner needs to know? How many words are there in English? And how many words do native speakers know. A clearer idea will be presented to show the number of words different people know and need for various purposes in the daily life.
文摘Learner Autonomy (LA) is the desirable goal of the education. To date, many Learner Autonomy training programs have been carried out in foreign language teaching. Cooperative Learning (CL) is a language teaching and learning strategy which gets learners actively and cooperatively involved in learning a foreign language in groups. Both of them have been respectively advocated from pedagogical point of view and from the perspective of philosophy. However, being autonomous does not necessarily mean learning alone. Language learners should learn cooperatively and autonomously. It is the author's contention that CL is a good method to promote LA. CL has positive effects on both students' readiness and their ability to be more autonomous. CL enhances self-esteem and self-confidence, increases high motivation, encourages learners' responsibility for learning, enhances self-management skills, increases support for language learners to move from interdependence to independence. The paper stresses in the end that promoting LA is the teacher's long-term pedagogic goal.
文摘Learner beliefs of language learning are of critical importance to the success or failure of any student's efforts to master a foreign language. In this paper, some recent researches on learner beliefs about language learning have been reviewed and summarized. The learner beliefs in Chinese context are also discussed. It is suggested that it is premature to determine learner beliefs in Chinese context and to conclude that cultural differences have great influences on learner beliefs. More researches need to be conducted by means of more various research methodolozies.
文摘Learner autonomy is an effective way to improve the efficiency of ELT. This paper makes a preliminary study on the possible approaches to promote learner autonomy in the language classroom.
文摘This paper is intended to introduce some helpful learning strategies to language learners by brief analysis of Good Language Learner (GLL) strategies. As is shown, many different factors affect language learning and the important one of them is individual differences — different motivation, different aptitude and different learning strategies, etc.— which can lead to various achievements in language learning. Therefore, learners should try to employ the most appropriate learning strategies in order to get desired achievements.
文摘This paper aims to make a comparison between good and poor language learners in the use of vocabulary learning strategies. It will introduce some helpful vocabulary learning strategies to help those frustrated Chinese college non-English major learners.
基金Phenomenological research on the construction of first-class higher education institutions(GJ20ZX095).
文摘This paper takes 360 college students from a foreign language college in a national university as the research object.Through cross-cultural understanding,cross-cultural attitude and cross-cultural communication,the current situation and influencing factors of minority college students’cross-cultural ability training are investigated.First,minority college students have positive cross-cultural attitudes,however,due to the lack of media literacy and cross-cultural understanding education,there are certain conflicts and preconceived notions about the cognition of different cultures.Secondly,minority college students’self-confidence in language communicative competence actively promotes the formation of cross-cultural self-confidence.Thirdly,the current focus of foreign language teaching is still on the cultivation of language communicative competence.Students are confused about language communicative competence and inter-cultural competence.Moreover,due to the inconsistency of cross-cultural courses,minority college students’ability to understand their own cross-cultural knowledge only involves the accumulation of superficial cultural knowledge.Therefore,minority colleges and universities should give full play to their multi-cultural background,improve teachers’cross-cultural literacy,set up a systematic cross-cultural curriculum,support rich cross-cultural practice,and construct a multi-cultural and national characteristic cross-cultural education.
文摘The technology has been utilized by many teachers to provide English language learners with better learning experience.But it can not be denied that the technology is a two edged sword.The technology could facilitate the students’learning if it is used in a proper way.Otherwise,the technology may even have adverse effects.The paper will illustrate how the teacher could succeed in adapting the technology to meet specific demand of the students through case study.
文摘This paper reports findings from a longitudinal qualitative study that investigated the use of children's literature for Taiwan Residents University English as a Foreign Language (EFL) students' reading. During the course of their sophomore year, 17 students participated and each student held two to seven individual reading sessions, to which they brought a self-selected children's picture storybook or children's novel they had finished reading on their own and orally read it to the researcher. Their oral reading and the discussion of each book with the researcher were audio recorded. To gain insight into the reading progress, these oral data were categorized and analyzed in terms of mispronunciation patterns, misunderstanding of vocabulary, misinterpretation of sentence or passage, and researcher's guidance. General findings of the 17 participants were presented in three categories: (1) vocabulary acquisition, (2) common comprehension problems, and (3) common pronunciation problems. Further analysis of two motivated students who read five to seven books revealed that (1) these two EFL learners gradually developed conscious awareness of their own pronunciation and comprehension errors and (2) they progressively acquired better competence to apply the pronunciation tips and reading comprehension techniques provided by the researcher during previous sessions. These findings and corresponding implications are discussed and further research suggestions are made.
文摘Purpose:By methodologically reviewing the literature on Technology-Assisted Reading Instruction(TARI)for English Language Learners(ELLs)in K-12 settings,this study aims to advance the knowledge of TARI research and guide future research directions.Design/Approach/Methods:This study examines 32 peer-reviewed journal articles published between 2000 and 2020.Each article was analyzed for research objectives,reading skills,learner demographics and contexts,theoretical frameworks,research designs,and outcomes.Findings:A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments,but limited attention to learners'literacy practices and interactive engagement in digital contexts.Additionally,there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs'reading progression and a continued emphasis on developing traditional literacy over multimodal literacy.TARI can enhance reading motivation,foster collaborative learning,provide scaffolding,improve reading performance,andexpand semiotic resources.Originality/Value:As one of the first comprehensive methodological reviews of TARl,this study elucidates ELL reading education in the era of multiliteracy.Results have implications for technology-mediated education,which expanded rapidly during the COVID-19 pandemic.
文摘A learner’s stages of L2 development are connected by his or her L1 and culture.It is,accordingly,of paramount importance to understand the second language learners’culture and learning process and better assist them through this process in the way of teaching them English.Similarly,inter-language theory(IL)and contrastive rhetoric are affected by factors,such as learner’s L1,learning experiences,and culture.This paper talks about these two theory’s characteristics,constructs,and importance,so language instructors may better understand the L2 learning phenomena and think out better methods to help language learners improve their language skills.
文摘This article discusses some theories relating to language learning and motivation. Considerable confidence is placed in the value of movies to enhance the learning of English language. From the author's own observation and experiences, movies are used to improve learners' motivation academically in three stages in addition to the discussion and evaluation of the activities in the three stares.
文摘This research is designed to investigate interlanguage fossilization in Chinese college students' written output. Twelve common linguistic errors from 20 Chinese EFL (English as a foreign language) learners' writing assignments are observed. Results show that among 12 typical errors, five types of errors are declining while the rest are increasing, indicating a tendency towards fossilization. Analysis shows that negative/corrective feedback has played a key role in reducing fossilization of some errors, but it does not work in every case. Some errors tend to be fossilized for several reasons. First, language items that do not have a direct form-function relationship are likely to be fossilized. Second, advanced learners create their own language system and neglect the basic rules of grammar. Third, task difficulty takes learners' attention away from form to meaning. Fourth, ingrained thinking patterns have a great impact on how learners organize their thoughts in writing. It is true that many Chinese EFL advanced learners reach a plateau in the process of acquiring English. However, attention, consciousness, and training of self-monitoring ability will help destabilize their interlanguage system.
文摘The present paper reports on a small-scale project that investigates two main questions: (1) whether EFL (English as a Foreign Language) learners prefer working in pairs or small groups; and (2) what factors they take into consideration when they are free to choose their partners in pair work activities. To investigate the research questions, a questionnaire was developed and distributed among 96 Iranian intermediate EFL students who participated in the study on a voluntary basis. The findings showed that 45% of the participants preferred pair work, 26% preferred group work, and 29% reported it made no difference to them. The results also indicated that learners select their partners based on four factors: age, proficiency, familiarity and language learning motivation. Gender and popularity with the whole class were among the factors that the participants did not pay attention to when opting for a partner.
文摘Nowadays, there are many super language learners speaking more than ten languages, some of whom are introduced by Michael Erard in the book Babel No More. After reading the book and researching some young hyperpolyglots from the internet, people can find out that what is knowing a language and the different language learning strategies from these super language learners. With critically analyzing each hyperpolyglot, we can apply these strategies to the area of second language teaching.Key words:
基金My sincere thanks should be expressed to Martha Michieka,associate professor at East Tennessee State University,Johnson City,TN,USA,who has provided valuable advice for me in writing this paper.
文摘Language input in foreign language classrooms is no longer restricted to one particular mode of transmission,but it can be achieved by use of different modes.Multimodality or the combination of various modes has been applied to stimulate foreign language learning.The present paper aims to verify the effectiveness of multimodal input in language learning.It demonstrates the experiment conducted in two freshman classes in a university.The two classes used the same textbook supported by audio CD containing the recorded material.The experiment class,however,additionally has some visuals in listening classes to strengthen the linguistic input.The research lasted for one semester and findings from the study show that multimodal input has significantly improved the listening and speaking abilities of the students and also has positive impacts on the learners’attitudes towards language study.