LEVERAGING STUDENTS’ MOTIVATION IN LEARNING ENGLISH WITH MULTIMODAL APPROACH

Abstract

In situations where English is being learned as a foreign language (EFL), motivation is especially important. Multimodal approaches integrate several forms of representation and communication, including textual, visual, auditory, and kinaesthetic elements, to improve learning outcomes. These methods are becoming more widely acknowledged for their positive effects on student motivation, particularly in language learning contexts. This study explores the implementation of the multimodal approach in EFL classrooms and its effect on students’ motivation, specifically through the lens of Keller’s ARCS Model: Attention, Relevance, Confidence, and Satisfaction. Using interview data from a junior high school English teacher, the research reveals that multimodal resources, such as visual materials, videos, and real-life-based tasks, significantly enhance students’ motivation, particularly in terms of attentional engagement and task satisfaction. The findings suggest that multimodal practices can foster more responsive and emotionally engaging classroom environments, thereby strengthening students’ willingness to participate and learn.