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Data were collected from English language learners across the 3rd, 5th, and 7th semesters using Google Forms with a five-point Likert scale questionnaire. Responses were analyzed descriptively with SPSS 29, including validity and reliability checks, and inferential analysis using the Mann–Whitney U and Kruskal–Wallis H tests. 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(2025) . Effect of CALL-based multimodal pedagogy on learner motivation and willingness to communicate in English: A study from university students’ perspective. Contemporary  \nEducational Technology, 17(2), ep568. [https://doi.org/10.30935/cedtech/15961](https://doi.org/10.30935/cedtech/15961)  \nARTICLE INFO ABSTRACT  \n\n| Received: 1 Dec 2024\u003Cbr>Accepted: 6 Feb 2025\u003Cbr>INTRODUCTION | With technological advancement, multimodality has received paramount importance in teaching and learning. Different technology-based assistance is available nowadays, and computerassisted language learning (CALL) is one of them. It uses computer-based tools, materials, resources, and information to assist second language learning. Motivation keeps learners focused and persistent, making them more willing to communicate in a second language. This quantitative study unearths how the use of multimodal pedagogical resources motivates language learners and promotes their willingness to communicate (WTC) . For this purpose, data is collected from the English language learners of three semesters from the department of English, University of Sahiwal. From the 3rd, 5th, and 7th semesters, the data is collected using Google Forms, and a five-point Likert scale questionnaire is utilized as the research instrument. The responses are analyzed descriptively using SPSS 29. The validity and reliability analysis of the questionnaire is also done to check the quality and strength of the instrument utilized. Inferential Statistical Analysis is done by using two non-parametric tests, the Mann-Whitney U Test and Kruskal-Wallis H test. From the responses received and the descriptive analysis, it is observed that the use of multimodal pedagogies motivates the learners and makes them more willing to communicate in the target language not only inside the classroom but also outside the classroom.\u003Cbr>Keywords: CALL, motivation, WTC, multimodal pedagogy, multimodality |\n| --- | --- |\n\nWith technological advancement in the modern world, computers, mobile phones, tablets, and other digital tools have increased. Technology significantly and positively affects learning a foreign language (Kazu & Kuvvetli, 2023; Lange & Costley, 2020) . Technology has been greatly integrated into EFL classrooms to promote and support language learning through various tasks and activities. In traditional classrooms, only isolated and printed text were provided as language learning materials (Sari, 2020), but with the passage of  \ntime and the advent of multimedia technology various types of materials are provided that help language learning for EFL learners. Multimedia represents the text in different modes in appealing ways according to learners’ preferences and learning styles (de Souza et al., 2021) . After the COVID-19 pandemic, the involvement of technology has greatly increased, and the learning mode has shifted toward e-learning. After the pandemic, these multiple modes are also used in the classrooms specifically for English language learners, which provides great help. In Pakistani schools and classrooms, previously, only books and printed tex","cbCaisXv72Kso1Z8","https://ap.wps.com/l/cbCaisXv72Kso1Z8","pdf",355037,18,"English","# Abstract\n# Introduction\n## Multimodality and technology in language learning\n## CALL and motivation\n## Study design and measurement approach","[{\"question\":\"What is the study’s main focus?\",\"answer\":\"The study focuses on the effect of CALL-based multimodal pedagogy on learners’ motivation and their willingness to communicate (WTC) in English.\"},{\"question\":\"How was the data collected?\",\"answer\":\"Data were collected from English language learners in the 3rd, 5th, and 7th semesters using Google Forms and a five-point Likert scale questionnaire.\"},{\"question\":\"Which statistical methods were used to analyze the questionnaire results?\",\"answer\":\"Descriptive analysis was conducted using SPSS 29, alongside validity and reliability analysis. Inferential tests used the Mann–Whitney U Test and the Kruskal–Wallis H test.\"}]","Effect of CALL-based multimodal pedagogy on learner motivation and willingness to communicate in English - A study from university students’ perspective | PDF",1792088884,45]