THE ROLE OF MULTIMEDIA _ASSESTED

INSTRUCTION IN CLASSROOM ENGAGEMENT:

IMPLICATION FOR TEACHING LANGUAGE IN
TECHNOLOGY

RESEARCHERS:

BALTAZAR, SHELA MAE B.

CALMA, JENKYLYN A.
PERALTA, LHAYZA MAE D.
RAGUNTON, DEMPLE Q.
REASOL, RHEA JANE P.
 • This study aimed to determine the role of multimedia-
assisted instruction in classroom engagement:
implication for technology and language teaching of
Grade 10 Teachers and Students at Lambayong National
High School for the Academic Year 2022-2023

•Specifically, it sought to answer the following questions:

STATEMENT OF •1. What is the role of multimedia-assisted instruction in

language teaching as perceived by teachers?
THE PROBLEM •2. What are the benefits of utilizing multimedia-assisted
instruction in classroom as perceived by:
•1.2. Teachers, and
•1.2. Students?
•3. How effective is the multimedia-assisted instruction in
learning a language as perceived by:
•3.1.Teachers; and
•3.2. Students?
•4. What challenges do teachers and students encounter
while using multimedia-assisted instructions in the
classroom?
•5. Based on the findings, what implications can be
drawn?
RESEARCH DESIGN
Cross sectional research design and phenomenological research were used in this study. With

this approach, information from both teachers and students were gathered simultaneously.

Further, researchers interviewed the research participants in this cross-sectional study without

exerting any influence over them. This approach assisted the researcher in understanding the

function of multimedia- assisted instruction in classroom engagement. Phenomenological

research on the other hand was utilized to explore the participants experiences .
 RESULTS
Research Question #1:
Table 1. Roles Multimedia-Assisted Instruction Play in Language Teaching as Perceived by Teachers
THEMES PARTICIPANTS’ RESPONSES

Makes language teaching and learning process T1: ‘’It helps the students grasp the language learning more easily than the
easier traditional one.’

T2: ‘’Multimedia-assisted instruction helps teaching become easier.’’

T5: ‘’Provides variety of information and easier comprehension.’’

T6: ‘’Making my lesson easier to learn.’’

Catches Students’ Interest and Attention T4: ‘’By using a Multimedia, my students’ interest in learning is being boosted.’’

T5: ‘’Multimedia-assisted instruction is important in improving student language

learning as it catches students’ attention.’’

T6: ‘’Using multimedia-assisted instruction helps me as a 21st century teacher

to get the attention of my students.’’

Makes Learning Process Enjoyable T6: ‘’Making my class lively and enjoyable.’’ T3: ‘’It helps a lot especially when
engaging students in learning activity.’’
• As presented in the table above, it can be observed that most of the
teachers perceived that multimedia-assisted instruction plays significant
role in language teaching in terms of making language teaching and
learning easier, catching students’ interest and attention, and making
learning process enjoyable.
• The findings of this study agree with the cognitive theory of
multimedia learning proposed by Mayer (2009) which suggests that
combining visual and auditory information can facilitate information
processing and improve comprehension. This is also anchored to the
findings of Huang (2020) and Iqbal, Zafar, and Iqbal (2018) which found
out that multimedia-based instruction increases intrinsic motivation,
engagement, and performance.
Research Question #2:
Table 2. Benefits of Using Multimedia-assisted instruction Inside the Classroom as Perceived by
Teachers

THEMES PARTICIPANTS’ RESPONSES

Increases Students Motivation in T1:They (students) are very much motivated and eager to discover new things that would
Learning contribute to their language learning.
T3:They are very excited to learn because of the visual lesson presented.
T4: Students' commitment to learning becomes better.
T5:Video lessonscatch the students’attention.
T6: My students become more interested in my subject matter.

Improves Students’ Language T1: Students learn more regarding language.

Learning T5:Students furtherunderstand the lesson.
T6:It makes it way easier for them to learn.

Boosts Students’ Engagement T2: Students are more interactive.

T3: Improve my students’ engagement.
T4: Make them (students) participateactively in class discussion

Makes Presentation of Lesson Easier T3: It makes my lesson easier to present in the class.
for Teachers T4: It is easier as a teacher to share the knowledge.
•
• As shown in the table 2, most of the teachers said that using multimedia-
assisted instruction inside the classroom increases students’ motivation in
learning, improves students’ language learning, boosts students’ leaning
engagement and makes presentation of lesson easier for teachers.
• This is related to the findings of Wu, Hwang, & Tsai (2014) which revealed that
combination of multiple media formats facilitated information processing and
increased motivation and learning with multimedia enhanced students’
understanding of the topic which later results in the improvement of learning
performance. This also anchored to the findings of Lu, Yang, Yu, & Yang (2020),
which found out that the integration of multimedia elements improved student
engagement and deepened learning experiences.
 Research Question #2:
Table 3. Benefits of Using Multimedia-assisted instruction Inside the Classroom as
Perceived by Students
THEMES PARTICIPANTS’ RESPONSES
Improve Students’ Learning and Understanding of the Lesson S1:‘’I have learned a lot as we are taught of how to use the multimedia.’

’S2:‘’One benefit that I see in using multimedia assisted instruction is that it

helps us to better understand things’’.

S3:‘’Students can understand complex concepts more easily by using

graphics, animation and videos alongside a text.’’

S4:‘’Multimedia resources can help to demonstrate concepts in a way that

makes them easier to understand.’’

Improves Students’ Motivation and Involvement in Learning Process S2: ‘’It catches our attention with its advanced technology and it gives us
the urge to analyze it.’’

S4: ‘’The use of multimedia-assisted instructions in our classroom can

significantly enhance our engagement and motivation.’’

S5:‘’Itboosts my interaction with my classmates and show off my skills.’’

S6:‘’Multimedia changes my engagement inside the classroom because I

have now the confidence to participate in every discussion that we have.’’

Enhances Students’ Retention S3: ‘’Lead to better knowledge retention.’’

S4:‘’Multimedia resources can help students to better remember the

information presented to them.’’
As presented in table 3, students perceived multimedia-assisted instruction inside the
classroom as beneficial in terms of improving students’ learning and understanding of the
lesson, increasing students’ motivation and involvement in learning process, and
enhancing students’ retention.
Alike with the results of teachers’ perception regarding the role of multimedia-assisted
instruction in language learning, the result of this study is also aligned with Mayer's (2009)
cognitive theory of multimedia learning, which proposes that the integration of visual and
auditory elements can enhance information processing and comprehension. These
findings also coincide with the research conducted by Huang (2020) and Iqbal, Zafar, and
Iqbal (2018), which revealed that multimedia-assisted instruction promotes intrinsic
motivation, engagement, and improved performance.
Research Question #3:
Table 4. Effectiveness of Multimedia-assisted instruction in Language Learning as Perceived
by Teachers

THEMES PARTICIPANTS’ RESPONSES

Enhances Students’ Learning T2: ‘’This is effective because it makes learning easier.’’

T6: ‘’My student’s academic performance increases.’’

Improves Delivery of Lesson T1:‘’If I am going to rate it from 1-10 where 10 is the highest, I give it a 10.
That’s what I have observed and since I always use it in my instruction.’’

T3: ‘’It is an effective especially in delivering my lesson.’’

Promotes interactive teaching and learning process T5: ‘’In my own experience as a teacher multimedia assisted instruction
provided very interactive teaching and learning process.’’

T6: ‘’Most of them become more confident in my classes to speak and

interact.’’

Offers enjoyable and interesting learning T3: ‘’I can easily make visual presentation that is more enjoyable.’’
environment
T4: ‘’I can say that it is really effective because the students are become
more interested to learn.‘’
 As revealed in the table 4, teachers perceived multimedia-assisted instruction as
effective tool in language learning as it enhances students’ learning, improves their
delivery of lesson, promotes interactive teaching and learning process and offers
enjoyable and interesting learning environment.
The result of the study can be associated with the findings of Sung, Chang & Liu
(2016) which found out that multimedia materials enhanced students' engagement,
motivation, and knowledge acquisition. This also agrees with the findings of Huang &
Liang (2017), which revealed that multimedia components, significantly increased
student engagement and enjoyment in the learning process.
 Research Question #3:
Table 5. Effectiveness of Multimedia-assisted instruction in
Language Learning as Perceived by Students
THEMES PARTICIPANTS’ RESPONSES
Leads to Easier Understanding of Lesson S1:‘’Multimedia aided the difficulties that we have in catching up the topics.’’

S2:‘’Multimedia helps us to learn and understand our lessons easily.’’

S3:‘’I can say that multimedia-assisted instruction is effective if I learn

something from the discussion.’’

S6:’’It's easier for me now to catch up the lessons.’’

Increases Students’ Participation S1:‘’I am now actively participating in every class that we have.’’

S2: ‘’It's way more effective than before because it drives us to be more
efficient on learning and to be more engaged in studying.’’

S4: ‘’It’s effective when it engages the students.’’

S5:‘’I found out that multimedia was quite effective in getting me to participate
in class.’’

S6:‘’Indeed, multimedia is effective in improving my engagement inside the

classroom because with the use of text, images, audio, video, and animation’’
As reflected in the table 5, students perceived multimedia-assisted instruction as
effective tool in their language learning as it leads to easier understanding of lessons
and increases students’ participation inside the classroom.
The findings of this study coincide with the research conducted by Lee & Tsai (2013),
which found out that the inclusion of visual and textual annotations facilitated
comprehension and knowledge acquisition. This also agrees with the findings of
Huang (2020) and Iqbal, Zafar, and Iqbal (2018), which revealed that multimedia-
assisted instruction promotes intrinsic motivation, engagement, and improved
performance
 Research Question #4:
Table 6. Challenges Encountered by Teachers While Using Multimedia
Instruction
THEMES PARTICIPANTS’ RESPONSES
Technical Problems T2:’’ The challenges I usually encountered are the technical errors and poor
signals or internet connections.’’

T3: ‘’My laptop has a power problem and some keys in my keyboard are no
longer functioning.’’

T6: ‘’The challenges I met during class using multimedia-assisted learning are
when you forget to charge up […] brown out, when my USB is corrupted and
when file is not supported to the tv format.’’

Unavailability of Multimedia Materials T4:’’ The challenges that I have observed while using multimedia are the lack of
radio and television in the classroom.’’

T6: ‘’No TV in the classroom.’’

 As presented in the table 6, most of the teachers encountered technical
problems such as poor internet connection, malfunctioned multimedia
materials, power outage, and corrupted files. Moreover, unavailability of
multimedia materials inside the classroom is also a challenge for them.
The findings of this study similar to the result found out by Kabassi,
Dragona,, & Nika (2019) which highlighted that the challenge of unequal
access to technology, including the availability of gadgets and internet
connectivity are common problems encountered by teachers and students
in utilizing multimedia-based teaching and learning.
Research Question #4:
Table 7. Challenges Encountered by Students While Using Multimedia Instruction
THEMES PARTICIPANTS’ RESPONSES
Eyesight Condition & Inappropriate Text Size S2: ‘’Something that I noticed is that students who are nearsighted can't
cope up as the others, it's hard for them to read what is being presented.’’

S5:‘’The sizes of the letters that the teachers usedreally makes it difficult for
me to see it because I have a far-sighted eye.’’

S6:‘’As a farsighted student, it's a challenge for me when the teacher uses a
small font size in his/her presentation.’’

Lack of Multimedia Materials S3: ‘’Insufficient digital tools, and lack of multimedia.’’

S4: ‘’The challenges that our teachers faced while using multimedia are
electrical resources, networking, application software systems, human
resources, hardware system, and risk management.’’

Destruction Caused by Gadgets S1: ‘’The challenge that I have observed is that some of the students are not
listening as they only holding their phones while the teacher is talking.’’
 As shown in the table 7, common challenges encountered by the students include eyesight

condition (nearsightedness & farsightedness) and inappropriate text size, lack of multimedia

materials and destruction caused by gadgets.

According to Hou, Chang, & Sung (2016) inappropriate text sizes in multimedia instruction,

particularly when presenting complex information is one of the challenges encountered by

learners. Additionally, according to Alqahtani, (2018), eyesight problems when engaging with

multimedia materials, if not addressed, can lead to difficulties in reading small texts or details

presented in multimedia resources.

Table 8. Coping Mechanisms of Teachers in the Problems they
Encountered
THEMES PARTICIPANTS’ RESPONSES
The Teachers Prepare Ahead of Time T2: ‘’Preparing ahead of time helps me cope with those challenges in the
use of multimedia.’’

T3:‘’I can only cope up with those kind of challenges in using multimedia-
assisted instruction by being ready at all times.’’

T6:‘’I always check my battery percentage before going to start my

classes.’’
The Teachers Look for Alternatives T4: ‘’I can handle those challenges because as teachers, we are
resourceful thus we can always find a way in all situations.’’

T6: ‘’I also use my laptop as my medium when the classroom has no tv.’’

The Teachers Remind the Students of their Limits T1: ‘’I always remind them and instillin their minds that they should always
in Using Technology value disciplinein using technology.’’
 As presented in the table 8, the coping mechanisms of teachers in the problems
they encountered while using social media are preparing ahead of time to avoid
technical errors during the discussion, looking for alternatives in case multimedia
materials do not work well, and reminding students regarding their limits in using
gadgets inside the classroom.
As suggested by Chen & Chang (2014), preparing multimedia materials ahead of
time reduced cognitive load and enhanced comprehension and learning outcomes.
As also recommended by Lai & Hwang (2014), looking for alternative resources and
materials is important in supporting multimedia instruction.
 Table 9. Coping Mechanisms of Teachers in the Problems they
Encountered while Using Multimedia as Observed by the Students
THEMES PARTICIPANTS’ RESPONSES
The Teachers Consider Rearrangement Based on S2:’’They (teachers) rearrange the sitting arrangement of the students
Students’ Eyesight Condition and Apply Appropriate according to who's nearsighted and farsighted.’’
Font Sizing
S4: ‘’Usually the teacher places the nearsighted students in front for them
to clearly and visibly see what's being presented.’’

S5:‘’For the benefit of those of us who are farsighted, they bring us to the
front so that we can view the PowerPoint presentation.’’

S6:‘’The next time around the teachers used abigger font size and they
also identified the farsighted students to sit in front.’’

Teachers Take Initiative in Assuring that Students S1:‘’In order to make his/her class more engaging, they tend to call our
are Actively Engaged attention in terms of recitation so that we students become attentive in the
class.’’

S5:‘’As I observed, they overcome these challenges by making their

classes interactive. If they sense that their students are getting bored, they
provide us with engaging activities.’’
 As revealed in the table above, students observed that the
teachers consider rearrangement based on students’ eyesight
condition and apply appropriate font sizing to assure that
students clearly read the presentation. Furthermore, they also
observed that teachers take initiative in assuring that students
are actively engaged in the teaching and learning process.
 SUMMARY OF FINDINGS
The research findings indicate that multimedia-assisted instruction plays a significant role in language
teaching. Teachers perceive that it makes language teaching and learning easier, catches students' interest
and attention, and creates an enjoyable learning process. Furthermore, teachers reported that using
multimedia- assisted instruction inside the classroom improves students' motivation, language learning,
and learning engagement, while also making lesson presentations easier for teachers.

Similarly, students perceive multimedia-assisted instruction as beneficial for their language learning. They
believe that it enhances their learning and understanding of lessons, increases their motivation and
involvement in the learning process, and improves their retention of the material. Students also find
multimedia-assisted instruction effective in promoting easier understanding of lessons and increasing
their participation inside the classroom.
However, the research also highlights challenges associated with multimedia instruction. Teachers
frequently encounter technical problems such as poor internet connection, malfunctioning
multimedia materials, power outages, and corrupted files. Moreover, the unavailability of multimedia
materials inside the classroom poses a challenge for teachers.

The findings suggest that teachers employ various coping mechanisms when facing challenges while
using social media, such as proactive preparation, seeking alternatives, and reminding students about
gadget usage limits. Additionally, students observed that teachers consider students' eyesight
conditions by rearranging seating and using appropriate font sizes to ensure clear readability and
teachers demonstrate initiative in actively engaging students during the teaching and learning
process.
CONCLUSION
Based on the findings presented in the tables, the following conclusions can be drawn:

1. Teachers consider multimedia-assisted instruction as a valuable tool that makes language

teaching and learning easier, catches students' interest and attention, and contributes to an
enjoyable learning process.

2. Teachers consider multimedia-assisted instruction beneficial on students motivation in learning,

language learning outcomes, and engagement

3. Students consider multimedia assisted instruction as beneficial in terms of improving their

learning and understanding of lessons, increasing their motivation and involvement in the learning
process, and enhancing their retention of information.
4. Teachers consider multimedia-assisted instruction as an effective tool in
language learning. It enhances students' learning outcomes, improves their
delivery of lessons, promotes interactive teaching and learning, and creates an
enjoyable and interesting learning environment.

5. Students consider multimedia-assisted instruction as an effective tool in

their language leaming journey. It facilitates easier understanding of lessons
and Increases their active participation inside the classroom.

6. Technical problems pose challenges for teachers when using multimedia

materials. Issues such as poor internet connection, malfunctioning
multimedia materials, power outages, and corrupted files are commonly
encountered. Additionally, the unavailability of multimedia materials inside
the classroom is also a challenge
7. Overall, while multimedia-assisted instruction offers significant benefits,
it is important to acknowledge and address the challenges it presents to
fully leverage its advantages in language education. By doing so,
educators can maximize the potential of multimedia-assisted instruction
and provide an enriching learning experience for students.
RECOMMENDATIONS
Based on these findings, the following recommendations can be made:

1. Integrate multimedia-assisted instruction: Educational institutions should

promote the integration of multimedia tools and resources into language teaching
practices. Teachers should be encouraged to incorporate multimedia elements
such as videos, audio clips, interactive presentations, and online resources to
enhance the learning experience
2. Provide professional development: Teachers should be provided with
professional development opportunities focused on the effective use of
multimedia- assisted instruction. Training programs, workshops, and mentoring
can help teachers develop the skills and confidence to utilize multimedia tools
effectively.
3. Enhance access to multimedia resources: Educational institutions should invest in
the availability and accessibility of multimedia resources. This includes providing
reliable internet connections, equipping classrooms with multimedia tools and
equipment, and ensuring access to a wide range of multimedia materials.

4. Explore alterative strategies: Teachers should be encouraged to explore alternative

strategies and resources when faced with technical difficulties or unavailability of
multimedia materials. This can involve using other interactive teaching methods,
incorporating real-life examples, and encouraging student participation through
discussions and group activities.
5. Conduct further research: Additional research should be conducted
to investigate the long-term effects of multimedia-assisted instruction
on language learning outcomes and students' overall academic
performance. This can provide valuable insights for curriculum
development and instructional design in language education.

By implementing these recommendations, educational institutions can

maximize the benefits of multimedia-assisted instruction while
addressing the challenges associated with its implementation. This will
ultimately enhance language teaching and learning experiences for
both teachers and students.
DOCUMENTATIONS