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This study examined the efficacy of collaborative and multimodal learning strategies in enhancing English language proficiency among ESL/EFL learners. A total of 120 secondary school-aged learners from three schools in the United Kingdom participated in the study, with half of the participants receiving collaborative and multimodal instruction, while the other half received traditional instruction. Pre and post-tests were conducted using the Oxford Quick Placement Test, and a modified version of the Language Learning Motivation and Engagement Scale was used to assess student engagement and motivation. Observational data were also collected to record instances of collaborative and multimodal activities. Quantitative analysis revealed that the experimental group exhibited a significant improvement in post-test scores and higher levels of engagement and motivation compared to the control group. The results suggest that the integration of collaborative and multimodal learning strategies can effectively enhance English language proficiency among ESL/EFL learners and contribute to the development of more inclusive and dynamic learning environments. The findings of this study contribute to the ongoing development of learner-centred approaches in ELT and offer valuable insights for educators seeking to enhance their teaching practices.
Salamanti et al. (Mon,) studied this question.