Validity of multimodality in autonomous learning of listening and speaking

Abstract

This paper investigates the validity of multimodality in non-English majors' autonomous listening through an experimental study. The experiment examines two groups. The experiment group learned English listening through multimodality both in class and after class, when autonomous learning was instructed and practiced. The control group is exposed to sound alone, which has been the traditional teaching and learning method of English listening for many years in college. Tests, surveys and interviews were conducted and the results were analyzed. The results indicate that multimodality could boost students’ autonomous listening significantly and improve their comprehension, as well as multiliteracy capacity.