Multimodal Literacy Instruction and Learning Comfortability as Determinants of Classroom Interaction Among College Students

This study aimed to investigate the predictive influence of multimodal literacy instruction and students’ learning comfort on the classroom interaction of college students. Grounded in the increasing emphasis on multimodal pedagogies and affective learning environments, the study posits that both instructional modality and learner affect significantly shape interaction patterns within higher education classrooms. A quantitative research design employing a descriptive-correlational approach was utilized. Data were collected through stratified random sampling using standardized survey questionnaires. Descriptive statistics (mean and standard deviation), Pearson’s correlation coefficient (r), and multiple regression analysis were employed to analyze the data and address the study’s objectives. Findings indicated that the levels of multimodal literacy instruction, learning comfort, and classroom interaction were all rated as very high. Significant positive correlations were found between multimodal literacy instruction (r = 0.603, p < 0.001) and learning comfort (r = 0.683, p < 0.001) and classroom interaction. Moreover, regression analysis revealed that both multimodal literacy instruction (β = 0.280, t = 3.327, p < 0.05) and learning comfort (β = 0.487, t = 5.653, p < 0.05) were significant predictors of classroom interaction, jointly explaining 51.2% of its variance (R² = 0.512). The results highlight the crucial role of multimodal pedagogical strategies and learners’ affective states in promoting classroom engagement. These findings support instructional practices that enhance both multimodal comprehension and student comfort, thereby promoting enriched classroom interactions and increased learner participation.