An Action Research on Multimodal Online Teaching and Vocabulary Acquisition Among Chinese Fifth-Grade EFL Learners

This action research explores the effectiveness of multimodal online instruction in supporting vocabulary acquisition among Chinese fifth-grade EFL learners. To address the limitations of traditional rote-based vocabulary teaching, the researcher implemented an eight-session extracurricular English course that integrated visual, auditory, and interactive modalities. Tasks included image matching, video clips, role-playing, digital games, and drawing-based activities. A mixed-methods design was used to collect data through vocabulary pre- and post-tests, weekly formative homework assignments, student journals, classroom observations, and semi-structured interviews. The participants were 12 public school students aged 10–12 with varying levels of English proficiency. Results showed an average vocabulary score improvement of 11.58 percentage points, with the most notable gains among mid-level learners. Additionally, students displayed significantly higher engagement during game-based and image-supported tasks. Qualitative data revealed that most students experienced positive emotions and greater confidence during multimodal lessons, particularly when learning was framed as interactive and playful. While some students initially struggled with technology, their motivation increased over time. This study highlights the pedagogical potential of multimodal strategies in online EFL environments and emphasizes the importance of emotional engagement and task design in vocabulary learning. It provides practical insights for language teachers working with young learners in digital or hybrid settings.