Multimodal literacy in higher education: university students' perspective on digital resources in English language learning

Abstract

In the digital age, English language learning has evolved with multimodal literacy, integrating text, images, audio, music, animated images or videos and other interactive elements. The increasing significance of multimodal literacy for communication is leading to a growing body of research to address the differing potential of modes and their intramodality of making meaning. This study attempts to examine role of multimedia resources in student engagement, active learning, skill development, accessibility challenges and cognitive overload. Employing a qualitative, phenomenological research approach, the study explores university students’ experiences with videos, podcasts, online platforms, AI driven language tools, and other interactive digital content. Findings reveal that these resources greatly enhance student motivation, comprehension, and practical language skills by offering interactive and contextualized learning experiences. Digital tools such as videos and podcasts improve listening skills, while AI based conversation tools like ChatGPT boost speaking fluency. Furthermore, visual learning aid in retention and conceptual understanding, makes complex ideas more accessible. However, despite these benefits, challenges such as connectivity issues, digital literacy gaps, cognitive overload and distractions from nonacademic digital content were identified. The study highlights the need for structured and balanced integration of multimedia-based learning to maximize their educational benefits while minimizing potential drawbacks. It concludes that multimodal literacy can revolutionize language learning, but requires curated materials, improved and student support. Future research should explore long term impacts of multimedia learning on academic performance and develop strategies to mitigate cognitive overload in digital learning environments.