The Multimodal English Learning Strategies, Motivation, and Engagement among College Students in China

Yueyuan Men

doi:10.54097/jeer.v4i2.10834

Authors

Yueyuan Men

DOI:

https://doi.org/10.54097/jeer.v4i2.10834

Keywords:

Multimodal English Learning, Learning Strategies, Learning Motivation, Student Engagement

Abstract

In China, traditional English teaching is teacher-centered, and students only passively accept knowledge. In addition, online language learning that is teacher-directed also needs to be further investigated. There is a glaring gap in how teachers explicitly examine how individual differences play a part in multimodal English learning. A questionnaire was distributed to 527 college students including English major and non-English major in China in total. With the results obtained from the data gathered, it was found out that EFL learners prefer to use metacognitive strategies more than affective, social, memory, cognitive, and compensation strategies. They exhibit a stronger desire for career and economic enhancement, as well as a keen interest in becoming global citizens than communicating and affiliating with foreigners, seeking self-satisfaction, and integrating with other cultures. EFL learners demonstrate a relatively high level of social engagement, followed closely by cognitive engagement. Affective engagement and behavioral engagement also receive favorable ratings, albeit slightly lower. It is hoped that this research may be beneficial to the cultivation of English learning strategy use and to improve the overall English proficiency of EFL.

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