The Effectiveness of Multimodal Task Design in Second Language Teaching

Abstract

This paper explores the effectiveness of integrating multimodal tasks in the teaching of Spanish as a second language within U.S. classrooms. Drawing on theoretical frameworks of multimodal learning, the study investigates the intersection of language acquisition with visual, auditory, and kinesthetic modalities. The research employs a diverse set of multimodal tasks designed to enhance language proficiency and engagement. A mixed-methods approach, including participant observation, assessments, and student feedback, is employed to evaluate the impact of these tasks. The findings reveal significant improvements in language proficiency, heightened student engagement, and positive feedback on the multimodal learning experiences. The study contributes to the evolving landscape of language education, emphasizing the potential of multimodal approaches in catering to diverse learning preferences and fostering a comprehensive understanding of the Spanish language.