Students Experiences with Multimodal Speaking Tasks in an EFL Classroom

This study explores non-English major students’ experiences with multimodal speaking tasks implemented in an English as a Foreign Language (EFL) classroom at a Chinese university. Using a qualitative research design, data were collected from weekly reflective journals and semi-structured interviews involving 32 purposively selected undergraduate students. Over an eight-week instructional period, participants engaged in a series of classroom speaking activities that incorporated multiple communicative modes, including visually supported presentations, role-play tasks using pictorial prompts, and short digital storytelling projects integrating verbal, visual, and gestural elements. The findings indicate that students’ experiences with multimodal speaking tasks were generally positive but also complex. Participants reported that multimodal activities increased classroom participation, supported pronunciation awareness and speaking fluency, enhanced vocabulary retention, and helped reduce speaking anxiety. At the same time, several challenges were identified, including linguistic limitations, technological constraints, and the cognitive pressure associated with coordinating multiple communicative modes during speaking tasks. The study highlights the pedagogical value of carefully designed multimodal speaking activities that align with students’ language proficiency levels and are supported by adequate technological and instructional guidance. While the findings provide insights into learners’ classroom experiences, they are primarily based on self-reported perceptions rather than objectively measured improvements in speaking performance.