Sentence examples for multimodal learners from inspiring English sources

Haase and Goldberg found that 62% of their students were "multimodal" learners who will benefit from having the same material presented in several modes in order to learn it.

Among multimodal learners, 30.1% were bimodal learners with auditory-reading (50%) and auditory-kinesthetic (31.8%) types predominating.

Despite the majority remaining multimodal learners, a shift is seen to occur from predominantly auditory to predominantly kinesthetic learning from first to final years.

Although not statistically significant (p = 0.714), a majority of the unimodal learners were mid/high achievers (82.2%) as compared to the multimodal learners.> -wrap-foot> p-value < 0.05 was considered as statistically significant.

A significant improvement in learning style, as evidenced by an increase in mean VARK score and percentage increase of multimodal learners in pre and post tests, was seen after introduction of PBLs in a Jordanian study [ 13].

There is yet a paucity of studies on learners' multimodal interaction and collaborative language learning investigating the effect of task design in web conferencing-based environments.

Reconsideration of Hymes' concept of communicative competence within a multimodal perspective implies that learners of a foreign language should develop a metalanguage that enables them to talk about how semiotic resources are co-deployed in specific texts and to relate their insights to these texts' contexts of situation and culture.

The excerpts showed how the system supported multimodal interaction between the learners as well as giving timely and appropriate prompts (two different kinds of help which were audio and visual) to maximize attentional manipulation in resolving language problems.

The current research project thus bridged the research gap by investigating learner engagement through multimodal video feedback as compared to text-based feedback and by exploring the strategies learners employed as well as the challenges they encountered.

His project, "Creating an Interactive and Multimodal Reading Module for Second-Language Learners Using Web-Based Collaborathen Software," integrated the use of the VoiceThread media platform into traditional reading assignments.

This study implicates that 1) 3D multimodal resources in SL provide EFL learners with visual and linguistic support and facilitate language teaching and learning; and 2) tasks that draw upon SL features, accommodate learners' cultural/world knowledge, and simulate real-life scenarios, can optimize learners' virtual learning experiences.