Leveraging Instructional Multimodality for Enhanced English Grammar Learning of Undergraduate Students: A Higher Education Perspective

This research sought to investigate the influence of instructional multimodality on grammar acquisition by exploring students’ engagement with diverse learning modalities, both in and out of the classroom settings. A structured questionnaire comprising 42 Likert-scale items was administered to 212 students enrolled in English language and literature education at a state university in West Sumatra. Descriptive statistics were utilized to analyze responses concerning their perceptions of multimodal learning aids, including books, multimedia, software, and various digital contents like images, audio, text, social media, websites, and applications within a quantitative framework. The results demonstrated that students showed positive reactions to multimodal learning tools, especially multimedia and software. These resources effectively engage students and improve their understanding of grammar. Non-verbal elements, such as imagery and auditory tasks, markedly improved memory retention and grammatical comprehension. Social media and mobile applications contribute to participatory learning and offer immediate feedback. This research illustrates those multimodal strategies support students’ motivation, address diverse preferences, and assist grammar learning. The study emphasizes that enhancing the dynamism and efficacy of grammar instruction requires educators to incorporate multiple learning modalities. Future research may examine the enduring effects of multimodal learning on grammatical proficiency and its application in various linguistic contexts.