Vocabulary Acquisition, Content Retention, and Multimodal Learning Styles Among L2 Learners

Aim: This study aimed to examine the interrelationships between vocabulary acquisition, content retention, and multimodal learning styles among second language (L2) learners at Camarines Norte State College.Methodology: A descriptive-correlational design was employed with 450 students from three academic units as respondents.Data were gathered through structured questionnaires and analyzed using descriptive statistics and correlational tests.Results: Findings revealed that vocabulary was most effectively acquired through contextualized learning, particularly via media exposure and conversation.Content retention was enhanced through repetition, self-testing, and practical application.Learners identified visual and auditory modalities as significantly contributing to their comprehension and memory.Statistical analyses showed significant differences in vocabulary acquisition, content retention, and learning style preferences when grouped by sex assigned at birth, year level, and family income.Strong positive correlations were also established between vocabulary acquisition and content retention, as well as between vocabulary acquisition and multimodal learning styles. Conclusion:The results informed the development of "EnGAGE: Enhancing Growth in Acquisition, Grammar, and Expression," a learner-centered English language program integrating multimodal strategies to strengthen vocabulary mastery and content retention.The study highlights the importance of aligning instructional practices with learner preferences to improve L2 proficiency.