[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593877-105":59,"doc-detail-593877-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","integrating-multimodal-technologies-with-vark-strategies-for-learning-and-teaching-efl-presentation-an-investigation-into-learners-achievements-and-perceptions-of-the-learning-process","Integrating Multimodal Technologies with VARK Strategies for Learning and Teaching EFL Presentation - An Investigation into Learners’ Achievements and Perceptions of the Learning Process","","Successful oral presentation training requires coordinated development of listening, writing, and nonverbal delivery in addition to speaking. Yet multimodal learning environments for building EFL learners’ presentation skills are rarely explored. This study applies VARK-based multimodal strategies (visual, aural, reading/writing, kinesthetic/gestural) using digital audio, video, and speech-visualization tools in an English presentation course in Taiwan. Two EFL classes compare a technology-mediated experimental approach with a traditional oral control. Independent t-tests show marginal gains in performance, while survey and reflective responses indicate strong participant positivity toward technology-supported activities alongside psychological and technological difficulties during multimodal assignments. Theoretically, findings extend multimodal theory to EFL oral presentation education; practically, they support technology-enhanced VARK strategies and highlight the need for learner training in technology use.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/integrating-multimodal-technologies-with-vark-strategies-for-learning-and-teaching-efl-presentation-an-investigation-into-learners-achievements-and-perceptions-of-the-learning-process/593877/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/integrating-multimodal-technologies-with-vark-strategies-for-learning-and-teaching-efl-presentation-an-investigation-into-learners-achievements-and-perceptions-of-the-learning-process/593877.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study integrate VARK strategies into multimodal EFL presentation instruction?","Question",{"text":112,"@type":113},"It combines VARK-inspired activities (visual, aural, reading/writing, kinesthetic/gestural) with digital audio, video, and speech-visualization technologies in an English presentation course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What design compares the experimental and control groups?",{"text":117,"@type":113},"Two EFL classes are used: the experimental group receives a technology-mediated multimodal approach, while the control group follows a traditional oral approach.",{"name":119,"@type":110,"acceptedAnswer":120},"What results are found for both presentation performance and learner perceptions?",{"text":121,"@type":113},"Independent t-tests indicate marginal significant improvement in presentation performance for the experimental group. Perception data show participants were largely positive about technology-supported multimodal activities, but they reported psychological and technological challenges when completing multimodal assignments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593877,1792919839,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"| |  OPEN ACCESS\u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/) |  |\n| --- | --- | --- |\n| Australian Journal of Applied Linguistics, 2 (1), 17-31 (2019) [https://dx.doi.org/10.29140/ajal.v2n1.118](https://dx.doi.org/10.29140/ajal.v2n1.118) |  |  |\n| Integrating Multimodal Technologies with VARK Strategies for Learning and Teaching EFL Presentation: An Investigation into Learners’ Achievements and Perceptions of the Learning Process |  | |\n| Yow-jyy Joyce Lee a\u003Cbr>a National Taichung University of Science and Technology, Taiwan [Email: yjlee@nutc.edu.tw](Email: yjlee@nutc.edu.tw) |  |  |\n| Abstract\u003Cbr>Successful oral presentation effectually involves multi-faceted training of listening, writing, and nonverbal delivery besides speaking orally, which calls for a systematic holistic/multimodal approach. However, a multimodal learning environment for fostering EFL learners’ presentation development remains virtually unexplored. This study employed multimodal strategies adopted from the VARK model (visual, aural, reading/writing, and kinesthetic/gestural) with the support of digital audio, video, and speech visualization technologies in an English presentation course at a university in Taiwan. Two EFL classes served respectively as the experimental group with a technology-mediated multimodal approach and the control group with a traditional oral approach. Specifically, this research evaluated the experimental participants’ oral performance and explored their perceptions of this technology-mediated multimodal approach and its advantages and disadvantages as identified by the participants. Results from independent t-tests showed marginal significant progress of presentation performance in the experimental group. Descriptive statistics from the perception survey and content analysis of students’ reflective responses indicated that the participants were overwhelmingly positive about technology-supported multimodal activities implemented in the oral training course but encountered psychological and technological challenges when producing multimodal assignments. Theoretically, the results support the extension of multimodal theory to EFL oral presentation education. Practically, the study informs EFL presentation instructors of the validity of technological-enhanced VARK strategies for learning and teaching EFL presentation. The research results also bear significant implications for the necessity of learner training in technology practices when implementing the pedagogy integrating multimodal technologies into EFL speech education.\u003Cbr>Keywords: English oral presentation; multimodality; VARK |  |  |\n\nBackground  \nThe rapid development of technologies in recent years has created a great number of possibilities for language learning to shift from traditional, routine lectures toward technology-enhanced learning activities in the classroom. Indeed, with various modes of materials to engage language learners in the learning process, incorporation of technologies such as computers into second language (L2) or foreign language (FL) pedagogy has proved effective for learners to acquire language skills faster and retain language skills longer (Hubbard, 2009) . Take speech presentation as an example. Owing to recent advancements in computer technology, what was once ephemeral in a speech event can now be captured by audio and video technology, and auditory patterns of utterances can be visualized, analyzed, and/or annotated by speech analysis programs (Boersma & Weenink, 2015; Scarry-Larkin, 2007) for better pronunciation and prosody. The digital creation and re-presentation of speeches in the form of audio speech recordings, videotaped speech acts, and written speech scripts can be stored in cloud storage systems safely and accessed anytime by oneself, teacher, or peers to review the learning process (Spillner, Muller, & Schill","cbCaiiakyELJkWng","https://ap.wps.com/l/cbCaiiakyELJkWng","pdf",541982,15,"English","# Abstract\n# Background","[{\"question\":\"How does the study integrate VARK strategies into multimodal EFL presentation instruction?\",\"answer\":\"It combines VARK-inspired activities (visual, aural, reading/writing, kinesthetic/gestural) with digital audio, video, and speech-visualization technologies in an English presentation course.\"},{\"question\":\"What design compares the experimental and control groups?\",\"answer\":\"Two EFL classes are used: the experimental group receives a technology-mediated multimodal approach, while the control group follows a traditional oral approach.\"},{\"question\":\"What results are found for both presentation performance and learner perceptions?\",\"answer\":\"Independent t-tests indicate marginal significant improvement in presentation performance for the experimental group. Perception data show participants were largely positive about technology-supported multimodal activities, but they reported psychological and technological challenges when completing multimodal assignments.\"}]","Integrating Multimodal Technologies with VARK Strategies for Learning and Teaching EFL Presentation - An Investigation into Learners’ Achievements and Perceptions of the Learning Process | PDF",1792078090,38]