STUDENT'S PERSPECTIVE ON MULTIMEDIA LEARNING APPROACH TO THE

ENGLISH-SPEAKING SKILLS

In Partial Fulfillment
of the Requirements for UGE 1 Reading Comprehension

Name

December 2024
 INTRODUCTION

English is globally recognized as the dominant language for communication,

playing a vital role in various fields. With the increasing interconnectivity and

automation of the 21st century, the demand for English communication skills of

students has risen worldwide (Dhivya et al., 2023). Teaching speaking has been

given much importance at school for many years. It has been part of every

curriculum, but it is undervalued that teaching speaking is only through memorization

and repetition of drills focusing on the fluency of the production of sounds (Sosas,

2021). Guan et al. (2018) stated that students’ understanding and learning of

different concepts and skills is influenced by different factors, such as combining

more than one media type through text, symbols, images, pictures, audio, video, and

animations. However, despite technological innovations, many students still need to

work on grammar, pronunciation, and comprehension due to their inattentiveness

during discussions and conventional methods of teaching (Indari, 2024).

In China, primary education students are losing interest and get bored with

learning and acquiring skills in speaking English. Their teachers grappled to find

ways by using videos, tapes, and audio materials to compensate students'

motivation to learn the language (He, 2021). More so, a study in Saudi Arabia

confirmed that strengthening students' speaking abilities in English has long been a

difficulty in schools. To resolve the issue, they integrated ICT into teaching English

language acquisition. However, due to the gaps in teaching methods and students'

approaches, their strategy must meet the expected outcome. Hence, combined

efforts from parents, teachers, and students should be made to improve the current

situation for future benefits (Khan et al., 2022).

 In the Philippines, English is one of the official languages. However, Filipinos'

English language competency has gradually declined over time, as seen by the EF

English Competency Index, the Test of English for International Communication

(TOEIC), and the average IELTS score of Filipino test takers (Santos et al., 2022).

The study of Leaño et al. (2019) confirmed that learners belonging to the indigenous

peoples in Echague, Isabela, were found to have speaking difficulties in using the

language, especially in naming depicted objects in the surroundings. They struggled

to recite weekdays and months and cite common Philippine events due to poor

vocabulary, processing, and expressing information using the English language.

Moreover, a Catholic school in Paco Manila implemented a "Word of the Day

Program" where different words are presented in different media for five minutes to

enhance students' retention of the meaning of the words. However, it was found that

a number of students had gaps in their vocabulary knowledge as they do not often

use vocabulary terms in their sentences, and occasionally, they have trouble picking

them out (Bacaron & Cantona, 2018).

Activity Theory posits that using different media facilitates students' learning

construction and achievement of goals, and cognitive processes reside not only in

the mind but also in the environment and the tools we use (Chen et al., 2022).

However, a study by Naparan and Bacasmot (2024) in Davao City revealed that

using gadgets such as smartphones in learning the language does not necessarily

contribute to the English communicative competence of the students. Though

students perceived that smartphone apps helped them learn English as a second

language (ESL), they shared a different opinion about these apps as an immediate

fix for language difficulties.

 The rapid development of information and communication technology has

recently influenced how English language speaking skills should be taught. The

researchers' inquiry found similar studies about multimedia learning approaches and

English-speaking skills. A study by Ampa et al. (2013) highlighted the implementation

of multimedia learning materials in teaching speaking skills. The problems

investigated were the extent to which the multimedia learning materials were

practical and the effectiveness of the multimedia learning materials in teaching

speaking skills. Furthermore, another similar study by Izlin and Widiyati (2023)

centered on using multimedia as a technological device in English learning from the

teacher's perspective. However, the researcher did not find any study that focuses

on the student's perspective on the role of the multimedia learning approach to

acquiring skills in speaking the English language, and the researcher did not find a

similar study in the locality.

This study delves into the perspective of intermediate grade students on

multimedia learning approach to English speaking skills examining its potential to

revolutionize in language pedagogy and empower educators to create more

immersive and interactive learning experiences. For a country like the Philippines

with 117 different dialects, where most students do not get to use English in their

daily conversations, and where most times students do not get to talk with English

speaking people, it is with great concern on how multimedia learning approach

influence learners to speak in English and master their skill through it. Hence, this

research study explores how learners are taught to speak in English and how these

methodologies have enhanced their speaking competence.

Research Objectives

The study aims to determine the perspectives of intermediate-grade students

in public schools on the multimedia approach to learning English speaking skills.

Specifically, it sought answers to the following questions:

1. To determine the level of intermediate grade student’s perspectives on the

multimedia learning approach in terms of:

1.1 attention;
1.2 confidence;
1.3 relevance; and
1.4 Satisfaction.
2. To determine the level of English-speaking skills of the intermediate-grade

students in terms of:

2.1 grammar;
2.2 vocabulary;
2.3 fluency;
2.4 pronunciation; and
2.5 communication skills.
3. To determine the significant relationship between the level of perspectives on the

multimedia learning approach and the English-speaking skills of the intermediate-

grade students.

Theoretical Framework

The ARCS Model of Motivation by Keller (1983) and the Cognitive Multimedia

Learning hypothesis of Mayer (2009) serve as the foundation for this study. Cognitive
multimedia learning theory taps into how learners' brains process information

through different channels. It posits that there are two main channels: visual and

auditory. Visual information, like pictures and text, is processed separately from

auditory information, such as spoken words. When learners encounter new material,

it is first stored briefly in sensory memory before moving to working memory, where

they create separate mental models for visual and auditory information. These

models are then combined with their existing knowledge. This integration process

helps learners understand and remember the information better. It is the learner's

responsibility to actively comprehend the information offered to create new

knowledge (Sorden, 2012).

Additionally, the ARCS Model of Motivation is a process for designing

motivational materials that combine theories and concepts of motivation into four

categories: Attention, which concentrates on identifying students' interests;

Relevance, which moves on to address the needs and goals of the learner to create

a positive attitude; Confidence, which is all about giving the learners control over

their success and belief that they will succeed; and Satisfaction, which is focused on

rewarding accomplishments with both internal and external rewards (Keller, 2009).

Multimedia learning has long been used in teaching various language skills since it

offers exciting features to students to learn independently by relying on the stimulus

presented (Anmarkrud et al., 2019). In this study, these theories will be utilized to

determine students' perspectives on the nature of the multimedia learning approach

as gleaned from the four sections of motivational constructs: attention, relevance,

confidence, and satisfaction.

This study is also anchored on the Processability Theory by Pienemann

(1988) and the Communicative Competence theory by Hymes (1966), as expanded

by Canale and Swain (1980). Processability Theory is a theoretical framework that

explains how language learners acquire grammatical structures as they move

through developmental stages. According to the theory, language development

occurs in predictable phases distinguished by the learners' capacity to comprehend

and generate progressively sophisticated grammatical structures. In addition,

Communicative Competence Theory, developed by Dell Hymes, posits that effective

communication involves more than just grammatical knowledge; it encompasses the

ability to use language appropriately in various social and cultural contexts. Hymes

identified four components of communicative competence: grammatical,

sociolinguistic, discourse, and strategic competence. Grammatical competence

entails understanding the rules and structures of a language, while sociolinguistic

competence involves navigating social and cultural norms in language use.

Discourse competence focuses on organizing and interpreting larger language units,

such as conversations and narratives, while strategic competence involves using

communication strategies to achieve communicative goals (Saleh,

Hypothesis

The hypothesis of the study was tested at a 0.05 level of significance, stating

that there is no significant relationship between the level of perspectives on the

multimedia learning approach and the English-speaking skills of the intermediate-

grade students.

Review of Related Literature

It is significant to explore how educational technology contributes to the

evolution and improvement of education. The integration of technology that is related

to multimedia resources provides a wide range of opportunities for language learning

as illustrated by Miller (2018). Teachers through the given resources can identify the

language requirements of students, as speaking, learning, and listening skills are

highly integrated into the given process. The present students are widely engaged in

modern means of communication; therefore, the use of technology in language

classes can integrate high- level interest among students. Miller (2018) also stated

that technology can never replace a teacher’s role in the classroom, but it can act

superlatively.

The study also posited that it is also very necessary while comparing

technologies to find out which application would be best to address the specific

needs of the students. In today’s world, children are already tech-savvy and have

more than basic computer skills. They use multimedia on a regular basis as well as

other internet resources on and outside the school premises. To keep them engaged

at all times, the facilitators need to be adaptive toward this rapid change in the

environment to make maximum use of the digital aid prevailing today (Miller, 2018).

Certainly, multimedia technology brings about improvement in teaching and learning,

however, there are several limitations in this technology for educational purposes.

Some of these limitations include unfriendly programming or user interface, limited

resources, lack of required knowledge and skill, limited time, and high cost of

maintenance among others (Al-Ajmi and Aljazzaf, 2020; Putra, 2018).

The study also provides learners perspective of integrating multimedia

resources, according to which multimedia sources help learners to better understand

the content of the everyday lessons. Besides this, the process of language learning

was more interesting for learners, since it captures students’ attention in enriching

their vocabulary. Moreover, video lessons help learners to understand the cultural

background of the target language, providing active ESL learning practices. It further
enables them to understand the lexical structure of words along with feasible audio

pronunciations. This enables an opportunity for autonomy within the process of

learning. Through visual representations, students can relate and remember the

scenarios that are associated with a specific lexical structure. In short, the purpose of

their study was to find out the benefits that English language teachers and learners

attain by using audio-visual aids in the classrooms.

Speaking is the hardest to acquire, corresponding to the other three

fundamental learning abilities: reading, writing, and listening (Masuram & Sripada

2020). To enhance their speaking abilities, students must master suitable grammar

and vocabulary to speak. Speaking includes many individuals and may be useful

(Masuram & Sripada 2020). Consequently, it takes time to improve these talents.

The significance of communication abilities was identified, and a variety of exercises

were created to help learners enhance their speaking skills and prepare for real-life

scenarios.

Presentations and group discussions are used to help students develop their

speaking abilities. Apart from that, openness may assist students in appreciating the

importance of their speaking talents and providing opportunities to improve them

(Sugiartha, 2021). Teachers may assist students in many ways to develop their

speaking skills. Teachers, in addition to being educators, also function as facilitators,

participants, motivators, and critics when necessary (Saputri, 2021). This might help

students improve their speaking skills.

Speaking has become one of the most significant learning abilities due to the

importance of communication in the job hunt (Anwar, 2021). It is vital to comprehend

thriving students' learning methods to generate students with extraordinary

communication skills. Because language learning processes vary from one learner to

the subsequent, research was performed to understand the students' tactics more.

According to researchers, language students who use understanding strategies are

usually better students (Anggraeni 2021 et al. Consequently, more profound

knowledge of how students learn is critical to improving teaching preferences and

the production of "excellent language learners (Putri & Fatimah, 2021).

Students surroundings have a big effect on their educational outcomes. As

teaching procedures evolve in reaction to the current educational environment,

students must adapt to new learning tactics (Barrot, 2021). Traditional chalk-and-talk

methods are being phased out in favor of more technologically sophisticated

alternatives. Students have more learning freedom because of digital resources in a

technology-enhanced environment (Healey, 2018). Students' self-esteem is boosted,

and they are motivated to enhance their English abilities when relevant technology is

included in language workouts (Liping, 2021).

The transition from traditional to current teaching and learning methods has

been slow. The utilization of modern education and understanding approaches, such

as technology, has made comprehending more fun and inspired amateurs to engage

in the procedure (Yenkimaleki & van Heuven, 2019). According to Yenkimaleki & van

Heuven (2019), Instagram is used in the education and understanding procedure to

improve amateurs' speaking talents and provocation. According to the study,

students who used Instagram could enhance their speaking aptitudes. Furthermore,

according to van Yenkimaleki & van Heuven (2019), interactive digital media assisted

learners in developing positive language learning approaches by enhancing their

topic knowledge.
In a 2018 study of language learning methodologies, memory procedures were the

most often used tactics (Bishop. et al., 2022). Memory ways were shown to be the

usually utilized strategies among amateurs in an analysis accomplished by Kingdon

(2021) and Reddy (2021), as noted in Bishop et al. (2022). Because the

investigations were done in 2014 and 2010, it's required to assess articles on

vocabulary knowledge approaches from five years back to see whether the

understanding methods have stayed exact or altered due to the new learning

surroundings. Technology has become part and parcel of education for decades and

the use of technology is now synonym with the teaching and learning of ESL around

the globe (Ahmadi, 2018)

Among the positive impacts brought by technology alongside its capability of

improving the process of teaching and learning as well as its ability to hinder

geographical restriction, is its nature of accommodating globalization through

videoconferencing which enables students to communicate with their peers coming

from other parts of the country (Raja & Nagasubramani, 2018). As technology is

utilized via the use of computer and internet, learners develop higher order thinking

skills and it can be clinched that multimedia combined with teaching methodology, is

crucial to entice learners towards English language learning (Ahmadi, 2018). Until

recently, it would have been common for educators and educational designers to

refer to teaching as a process that can be categorically divided into two branches

namely face-to-face and online but today, these two domains offer further options to

learners and educators (Kessler, 2018) and videoconferencing is part of the latter

domain.

2013). Significance of the Study

The findings of this study may serve as the basis of formulating styles on the effect

of the multimedia learning approach to the English-speaking skills of intermediate

learners. The study is significant because it investigates the relationship between

multimedia environments and students' English-speaking skills during the learning

process. The study also contributes toward the significance of an interactive

multimedia environment in improving the English-speaking skills of learners. This

study would establish a concrete implicit strategy in teaching from the standpoint of

intermediate-level learners who will improve their speaking skills by using a

multimedia learning approach.

Furthermore, this research will uncover hidden gaps and approaches for improving

and developing learners. The use of multimedia in this period is beneficial to the

learner's exposure to many internet platforms for developing their speaking skills.

The outcome of this study will be of great help to the parents, especially those who

are concerned about their children who are having difficulty in speaking, particularly

in sharing their ideas during class due to their phobia in speaking. To the students,

the findings of this research will surely benefit them. With this, they realize that

multimedia learning approach can influence and beneficial in developing their

speaking skills. This study will benefit future researchers by knowing that multimedia

learning approach will be a new beneficial platform for developing a young learner to

develop their speaking skills and boosting their confidence in terms of speaking.
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