The Impact of Multimodal Instruction on Listening Proficiency Among Non-English Major University Students
This study examines the effectiveness of multimodal instruction in enhancing listening skills among non-English major university students in Shanxi, China. Using a mixed-methods design, the research combines quantitative analysis of CET-4 and MALQ assessments with qualitative data from classroom observations and interviews. Results demonstrate significant improvements in the experimental group’s listening comprehension, particularly in inference […]

