Addressing Differences in Students’ Learning Styles through Multimodality to Enhance Autonomous Learning : The case study of Master One students of the English Department at Mouloud Mammeri University
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Date
2025
Authors
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Journal ISSN
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Publisher
Université Mouloud Mammeri Tizi Ouzou
Abstract
Every student learns differently, and understanding these differences is important to help them become more independent in their learning. This dissertation investigates the role of multimodality in addressing students diverse learning styles to enhance autonomous learning among Master One students at Mouloud Mammeri University of Tizi-Ouzou . Relying on constructivism as a theoretical framework ; this study aims to achieve four objectives : First , to identify students preferred learning styles . Second, to check their use of multimodal learning resources in the EFL context. Next, to investigate how multimodal strategies contribute to autonomous learning and finally, to highlight the challenges students face when developing autonomy. This research adopts a Mixed-Methods approach for data collection. Quantitative data were collected via an online questionnaire completed by seventy-one (71) students. While qualitative data were gathered through semi-structured interviews conducted with fifteen (15) students. The analysis of data included Descriptive Statistical Analysis for quantitative data, and Qualitative Content Analysis for qualitative data. Findings indicate that the majority of students prefer visual resources that help them accommodate their different learning styles. However, some challenges like lack of motivation and limited access to diverse multimodal resources were also identified. The study highlights the importance of integrating multimodality to support students learning styles and encourage independent learning.
Description
59p. : Ill. en coul. ; (+CD-Rom)
Keywords
Autonomous Learning, Constructivism, Learning Styles, Master One students, Multimodality
Citation
Foreign Language Didactics