Multimodal Instructional Materials in Game-Based English Language Teaching: A Comprehensive Study

Abstract

This study examined the effectiveness of using multimodal instructional materials in game-based language teaching strategies in improving the Most Essential Learning Competency (MELC) on the performance on visual-verbal relationships of Grade 8 students in terms of interpreting data presented in tables, graphs, and information gaps, presenting information using diagrams and recognizing the importance of graphical presentation of data. The data gathered through a comprehensive test and an interview were analyzed using the Braun and Clarke Thematic Analytical Framework. Findings revealed that the performances of the respondents differ before and after the use of multimodal instructional materials in a game-based language teaching strategy. Engaging, beneficial, and enhancement were the three themes that have emerged regarding the experiences of the respondents when exposed to multimodal instructional materials in game-based language teaching strategy. Based on the findings and conclusion, using multimodal instructional materials in game-based English language teaching strategy to improve the students’ learning performance is highly recommended.