IJIET 2025 Vol.15(6): 1172-1181
doi: 10.18178/ijiet.2025.15.6.2320
doi: 10.18178/ijiet.2025.15.6.2320
Leveraging Instructional Multimodality for Enhanced English Grammar Learning of Undergraduate Students: A Higher Education Perspective
Siti Rahimah Yusra1, Rizaldy Hanifa1,*, Andri Wardana2, and Mia Fahmiati3
1. English Language and Literature Department, Faculty of Language and Arts, Universitas Negeri Padang, Indonesia
2. English Department, School of Liberal Art, Mae Fah Luang University, Thailand
3. Drama, Dance and Music Department, Faculty of Language and Arts, Universitas Negeri Padang, Indonesia
Email: sitiryusra@fbs.unp.ac.id (S.R.Y.); rizaldyhanifa@fbs.unp.ac.id (R.H.); andri.war@mfu.ac.th (A.W.); miafahmiati@fbs.unp.ac.id (M.F.)
*Corresponding author
2. English Department, School of Liberal Art, Mae Fah Luang University, Thailand
3. Drama, Dance and Music Department, Faculty of Language and Arts, Universitas Negeri Padang, Indonesia
Email: sitiryusra@fbs.unp.ac.id (S.R.Y.); rizaldyhanifa@fbs.unp.ac.id (R.H.); andri.war@mfu.ac.th (A.W.); miafahmiati@fbs.unp.ac.id (M.F.)
*Corresponding author
Manuscript received November 18, 2024; revised December 24, 2024; accepted January 3, 2025; published June 13, 2025
Abstract—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.
Keywords—multimodality, instructional multimodality, English grammar, grammar learning, learning materials
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—multimodality, instructional multimodality, English grammar, grammar learning, learning materials
Cite: Siti Rahimah Yusra, Rizaldy Hanifa, Andri Wardana, and Mia Fahmiati, "Leveraging Instructional Multimodality for Enhanced English Grammar Learning of Undergraduate Students: A Higher Education Perspective," International Journal of Information and Education Technology, vol. 15, no. 6, pp. 1172-1181, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).