STUDENTS’ EXPERIENCES AND PERCEPTIONS OF USING MULTIMEDIA TOOLS IN ENGLISH LANGUAGE LEARNING

Introduction.

Multimedia tools have become a fundamental component of modern English language learning. Multimedia is defined as instructional content that integrates words (printed or spoken text) and pictures (static images, videos, animations) to enhance comprehension, retention, and engagement (Mayer & Fiorella, 2021). These tools provide diverse ways for students to practice English both inside and outside traditional classroom settings, including videos, mobile applications, online exercises, audio resources, and social media platforms. The incorporation of multimedia allows for flexible learning, accommodates varied learning styles, and enables students to progress at their own pace. Cognitive theories, such as Mayer’s Cognitive Theory of Multimedia Learning, suggest that learners process information more effectively when verbal and visual channels are engaged simultaneously (Sweller, 2022). Multimodal learning strategies leverage this by combining auditory, visual, and interactive elements to facilitate deeper understanding. Recent studies indicate that multimedia tools enhance engagement, motivation, and comprehension (Benlaghrissi & Ouahidi, 2024; Osadchaya, 2024). For instance, short educational videos support pronunciation, grammar, and vocabulary learning in authentic contexts, while mobile apps offer self-paced practice and instant feedback. Social media platforms expose learners to authentic language through captions, conversations, and user-generated content, making learning feel connected to real-world communication (Liu, 2023; Mingli & Lertlit, 2024). Despite these advantages, some students encounter challenges such as technical difficulties, comprehension problems, or insufficient guidance from instructors. Moreover, not all learners integrate digital tools with traditional methods, which can influence overall learning outcomes. Understanding students’ actual experiences and perceptions of multimedia is therefore essential. Investigating the frequency of use, preferred tools, perceived usefulness, confidence, motivation, and challenges can provide insights into effective instructional strategies. This study examines these aspects among undergraduate students to determine how multimedia can enhance English learning in higher education and support engaging, personalized, and effective pedagogical approaches.

Methodology

A descriptive survey research design was used to explore undergraduate students’ experiences and perceptions of multimedia tools in English learning. The study involved 61 students from KazUIR&WL who had prior experience using multimedia resources for language learning. Participation was completely voluntary, and students were free to withdraw at any time. To ensure confidentiality, no personal identifying information was collected. Data were gathered through an online questionnaire, which took about five to seven minutes to complete. The survey included a mix of closed-ended questions and open-ended items, allowing students to describe their experiences in their own words. Some of the questions asked students how often they use multimedia tools such as videos, language apps, and interactive exercises; which tools they use most often; how helpful they find them for improving English skills; which language skills they focus on (reading, writing, listening, speaking, vocabulary/grammar); and whether they combine multimedia with traditional learning methods like textbooks or classroom activities. Additional questions explored students’ confidence in using these tools independently, their motivation to continue using them, and challenges they face while learning with multimedia. Ethical standards were carefully observed. Participants were informed about the purpose of the study, assured of confidentiality, and gave informed consent before completing the questionnaire. Survey responses were analyzed using descriptive statistics. Frequencies and percentages were calculated to identify trends in multimedia usage, preferences, perceived usefulness, confidence, motivation, and challenges. The results provided a comprehensive picture of how students engage with multimedia tools in English learning contexts and how these tools support their language development.

Results. The survey examined nine areas: frequency of multimedia use, preferred tools, perceived usefulness, practiced, confidence, challenges, motivation, and integration with traditional learning methods. Results indicate that most students incorporated multimedia into their daily learning routines, demonstrating the tools’ widespread acceptance. Videos and language apps were the most frequently used resources, whereas podcasts and interactive exercises were less common but still perceived as helpful. Students primarily used multimedia for practicing speaking and listening, highlighting a focus on real-life communication rather than grammar or vocabulary in isolation. Most participants expressed confidence in using these tools independently. Reported challenges included limited guidance, occasional difficulty understanding content, and technical issues. Despite these challenges, motivation to continue using multimedia was high, and many students reported combining digital tools with conventional learning strategies. Students frequently noted that videos helped clarify pronunciation and grammar concepts, while apps facilitated self-paced vocabulary practice.

Table 1.

Frequency and Preference of Multimedia Tools

Table 2.

Usage of Multimedia Tools

Table 3.

Challenges and Confidence

Table 4.

Motivation and Integration of Multimedia

Analysis of the data shows that daily use of multimedia tools was high, particularly for videos, reflecting students’ preference for visual and auditory learning. While apps were less frequently used than videos, they were strongly valued for their interactive features and self-paced exercises. Podcasts and interactive exercises, though less popular, were still recognized as effective for skill development. The survey also revealed that students who combined multimedia with traditional methods reported higher confidence and motivation, emphasizing the complementary role of digital and conventional learning approaches.

Discussion. The findings support  recent research indicating that multimedia and mobile learning enhance engagement, skill development, and communicative competence in English (Benlaghrissi & Ouahidi, 2024; Liu, 2023; Osadchaya, 2024). Videos, apps, and interactive exercises provide authentic practice opportunities, increase learners’ confidence, and make learning enjoyable. Combining multimedia with traditional teaching strategies appears most effective, fostering both independent learning and sustained motivation. Students’ high confidence and motivation suggest that when multimedia tools are accessible and user-friendly, they contribute to personalized and self-directed learning experiences. However, challenges such as content difficulty and lack of guidance underscore the importance of structured support from instructors. Providing brief tutorials, step-by-step instructions, or in-class demonstrations could enhance students’ ability to navigate digital resources effectively. The results also indicate that different tools serve distinct pedagogical purposes. Videos are particularly useful for listening comprehension and pronunciation, while apps facilitate vocabulary acquisition and self-paced practice. Less commonly used tools, such as podcasts and interactive exercises, can still provide meaningful learning opportunities if integrated thoughtfully. These findings have implications for curriculum design, suggesting that educators should combine multimedia resources with guided instruction to maximize benefits. In addition, integrating multimedia into English curricula supports cognitive and affective dimensions of learning. Cognitive benefits include improved retention, comprehension, and multimodal processing, while affective benefits involve increased engagement, motivation, and confidence. The combination of digital and traditional approaches creates a dynamic, student-centered learning environment that encourages experimentation, curiosity, and sustained participation.

Conclusion. Multimedia tools, when used thoughtfully and with some guidance, can greatly enhance both understanding and motivation in English learning. Students reported enjoying videos and apps the most, especially for listening and speaking practice, and combining these tools with traditional lessons appeared to be the most effective approach. Using the right tool for the right skill—like videos for pronunciation and apps for vocabulary—helps make learning more engaging, flexible, and personal. While students appreciated the freedom of self-paced practice, teacher support and clear guidance remain important to overcome challenges such as technical issues or content difficulty. The study also shows that multimedia can help students develop real-world language skills, not just academic knowledge, by exposing them to authentic contexts through videos, social media, and interactive exercises. Students felt more confident and motivated when they could see tangible progress, which suggests that consistent use of multimedia encourages self-directed learning. Teachers and institutions can maximize these benefits by providing short tutorials, examples, or blended activities that combine digital tools with classroom instruction. Overall, multimedia creates a dynamic, student-centered learning environment where learners can experiment, practice, and stay engaged. Future research could explore the long-term effects of multimedia use, differences across proficiency levels, and strategies for integrating digital and traditional methods to ensure effective, enjoyable, and personalized English learning experiences for all students.