Proceedings of the 5th International Conference on Language, Art and Cultural Exchange (ICLACE 2024)

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The Efficacy of Multi-modality on the Teaching Input and Learning Output of English Grammar

A Case Study of the English Grammar Videos on a Chinese Online Learning Platform

Authors
Yu Kuang1, *
1University of Birmingham, Jinhua City, Zhejiang Province, 321000, China
*Corresponding author. Email: yukuang0814@163.com
Corresponding Author
Yu Kuang
Available Online 18 July 2024.
DOI
10.2991/978-2-38476-265-1_23How to use a DOI?
Keywords
multi-modality; multi-modal teaching; uni-modal teaching; input; output; teaching efficacy
Abstract

The research on English grammar teaching is relatively limited compared to the research on vocabulary, speaking, reading, and writing. In contrast, heuristic or innovative English grammar teaching is more meaningful in the current trend of pedagogy innovation. This article takes multi-modal teaching as the research perspective, focuses on studying extracurricular English grammar teaching videos, and explores the impact of multi-modal English grammar teaching on L2 learners’ extracurricular English grammar learning in both the input and output aspects. This article collected the quantitative data related to learner feedback from 80 English grammar teaching videos on the largest online learning platform in China and found that extracurricular L2 learners had a higher acceptance of multi-modal English grammar teaching videos than the uni--modal English grammar teaching videos.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 5th International Conference on Language, Art and Cultural Exchange (ICLACE 2024)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
18 July 2024
ISBN
10.2991/978-2-38476-265-1_23
ISSN
2352-5398
DOI
10.2991/978-2-38476-265-1_23How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Yu Kuang
PY  - 2024
DA  - 2024/07/18
TI  - The Efficacy of Multi-modality on the Teaching Input and Learning Output of English Grammar
BT  - Proceedings of the 5th International Conference on Language, Art and Cultural Exchange (ICLACE 2024)
PB  - Atlantis Press
SP  - 179
EP  - 189
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-265-1_23
DO  - 10.2991/978-2-38476-265-1_23
ID  - Kuang2024
ER  -