World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.254-261
Acelo, Jeane M.
Angob, Arrabella Grace S.
Mosnit, Rosemarie P.
Surigao Del Norte State University, Claver Campus
Abstract
This study investigated the perceived impact of multimodal texts in language learning among Grade 10 students at Gigaquit National School of Home Industries. Multimodal texts are materials that combine two or more modes of communication—such as text, images, audio, video, and gestures—to convey meaning and enhance understanding. Specifically, this study aimed to determine the students’ perception of multimodal texts in terms of paper-based materials, digital tools, and live performances, as well as their level of language learning in terms of comprehension, vocabulary development, motivation to learn, and communication skills. It also examined the significant relationship between students’ perception of multimodal texts and their level of language learning.
The study employed a quantitative research design using a survey method. The respondents consisted of 180 Grade 10 students enrolled during the school year 2025–2026. A researcher-made questionnaire was used to gather data, which were analyzed using mean and standard deviation to determine the levels of perception and language learning, while the Pearson Product–Moment Correlation Coefficient was used to test the relationship between the variables.
The results revealed that students strongly perceived multimodal texts as beneficial, with digital tools obtaining the highest mean (M = 4.37), followed by live performances (M = 4.32) and paper-based materials (M = 4.30). In terms of language learning, motivation to learn ranked highest (M = 4.23), followed by communication skills (M = 4.18), comprehension (M = 4.14), and vocabulary development (M = 4.11). Furthermore, a significant impact relationship was found between multimodal texts and language learning, with digital tools showing the strongest correlation (r = 0.68, p < 0.05) and an overall correlation of r = 0.66, indicating a strong relationship.
The study concludes that the integration of multimodal texts enhances students’ language learning experiences and outcomes. It recommends that educators incorporate various multimodal resources to improve engagement, comprehension, and overall language proficiency among learners.
Keywords: multimodal texts, language learning, comprehension, vocabulary development, motivation to learn, communication skills, multimodal instruction.
https://doi.org/10.65494/pinagpalapublishing.363
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