A Grounded Theory Exploration of the Cognitive Effects of Multimedia-Based Instruction on EFL Learners’ Listening Skills
DOI:
https://doi.org/10.17507/tpls.1510.26Keywords:
cognitive impact, multimedia learning, teaching listening, grounded theoryAbstract
A deeper understanding of how multimedia-based instruction interacts with the cognitive processes of EFL learners during listening tasks is needed to maximize its effectiveness. By employing a grounded theory approach, this study aimed to develop a theoretical framework that explains how multimedia-based instruction influences EFL learners' cognitive processes during listening tasks. Two higher education institutions were chosen based on the consideration that they have experienced the use of multimedia in teaching and learning EFL listening skills. Twenty-four students were selected for a theoretical sampling with an open sampling pattern to help researchers form the best theory. To enhance the understanding of the phenomenon, participant observation and semi-structured interviews served as the primary data collection techniques in this study. The researchers directly observed the process of teaching listening and then proceeded with a semi-structured interview. This study had three stages of the data analysis process: open coding, axial coding, and selective coding. The results indicated the cognitive effects of multimedia-based instruction on students' listening skills include improved comprehension and enhanced knowledge retention. It also developed a theory that links educational technology, cognitive psychology, and language acquisition through data analysis using the grounded theory method. This hypothesis implies that multimedia facilitates complex mental processes and enables students to process information effectively, understand it better, and retain it in their long-term memory.
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