EFL Slow Learners’ Perception in Speaking with Authentic Multimedia Assisted Language Learning

Ryani Yulian(1*), Ufi Ruhama'(2), Putri Yuli Utami(3),

(1) Universitas Muhammadiyah Pontianak
(2) Universitas Muhammadiyah Pontianak
(3) Universitas Muhammadiyah Pontianak
(*) Corresponding Author

DOI: https://doi.org/10.26858/ijole.v6i2.21511


The proliferation of assisted technology has been widely used in language learning, but this should be able to accommodate inclusive language learning which has become an important issue in today’s English language teaching and the higher education landscape in Indonesia. This study examined the perception of EFL slow learners in terms of the integration of an inclusive technology with authentic multimedia assisted language learning (AMALL). It discovered the impact of authentic multimedia assisted language learning on their speaking performance. This study also analysed the benefits of this technology perceived by the students. A mixed-method sequential exploratory was employed to examine students’ perception of EFL slow learners in speaking performance. A sample of 30 EFL learners was selected purposively to participate in this study. The study also examined the impact of this application by comparing the results of pre-test and post-test of the students’ speaking performance based on the analytic oral language-speaking rubric namely speaking, fluency, structure, and vocabulary. The findings of the study show that students perceived authentic multimedia assisted language learning provides some advantages in terms of usefulness, easiness, and effectiveness for speaking skill. There was also an improvement in speaking performance



EFL slow learners; perceptions; speaking; authentic multimedia assisted language learning

Full Text:



Ahmed, S. (2017). Authentic ELT Materials in the Language Classroom : An Overview Authentic ELT Materials in the Language Classroom : An Overview. April.

Aloraini, S. (2012). The impact of using multimedia on students’ academic achievement in the College of Education at King Saud University. Journal of King Saud University - Languages and Translation, 24(2), 75–82. https://doi.org/10.1016/j.jksult.2012.05.002

Bai, Y. (2018). On modern Computer Assisted Language Learning facilities and its integrated teaching. International Journal of Emerging Technologies in Learning, 13(11), 225–231. https://doi.org/10.3991/ijet.v13i11.8542

Botero, G. G., Questier, F., Zhu, C., & Garc Ia Botero, G. (2018). Computer Assisted Language Learning Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk? Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk? https://doi.org/10.1080/09588221.2018.1485707

Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016

Chachil, K., Engkamat, A., Sarkawi, A., & Shuib, A. R. A. (2015). Interactive Multimedia-based Mobile Application for Learning Iban Language (I-MMAPS for Learning Iban Language). Procedia - Social and Behavioral Sciences, 167, 267–273. https://doi.org/10.1016/j.sbspro.2014.12.673

Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers and Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751

Chong Chean Fuh, J., Shajaratuddur Harun, K., Azlina Abd Rahman, N., & P Gerald, S. A. (2017). MENTOR as a Learning Method for Slow Learners. In International Journal of Soft Computing and Engineering (IJSCE) (Issue 1).

Davies, W., & Cormican, K. (2013). An Analysis of the Use of Multimedia Technology in Computer Aided Design Training: Towards Effective Design Goals. Procedia Technology, 9(May), 200–208. https://doi.org/10.1016/j.protcy.2013.12.022

Gilakjani, A. P. (2012). The Significant Role of Multimedia in Motivating EFL Learners’ Interest in English Language Learning. International Journal of Modern Education and Computer Science, 4(4), 57–66. https://doi.org/10.5815/ijmecs.2012.04.08

Guan, N., Song, J., & Li, D. (2018). On the advantages of computer multimedia-aided English teaching. Procedia Computer Science, 131, 727–732. https://doi.org/10.1016/j.procs.2018.04.317

Hamdani, D. S. Al. (2013). Mobile Learning: A Good Practice. Procedia - Social and Behavioral Sciences, 103, 665–674. https://doi.org/10.1016/j.sbspro.2013.10.386

Hassan, A., & Mahmud, M. (2018). LEARNING MOTIVATION FOR SLOW LEARNERS WITH TABLET TECHNOLOGY. International Journal for Studies on Children, Women, Elderly And Disabled, 5, 201–2010.

Karapetyan, L., & Shmavonyan, G. (2017). Dealing with slow learners in the language class *. 141–146.

Knoop-van Campen, C. A. N., Segers, E., & Verhoeven, L. (2020). Effects of audio support on multimedia learning processes and outcomes in students with dyslexia. Computers and Education, 150, 103858. https://doi.org/10.1016/j.compedu.2020.103858

Miangah, T. M. (2012). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel Systems, 3(1), 309–319. https://doi.org/10.5121/ijdps.2012.3126

O’Malley, J. M., & Pierce, L. V. (1996). Authentic Assessment For English Language Learners: Practical Approaches For Teachers. Addison-Wesley Educational Publisher.

Omid, A., & Azam, R. (2016). Using authentic materials in the foreign language classrooms : Teachers ’ perspectives in EFL classes. International Journal of Research Studies in Education, 5(2), 105–116.

Patricia Aguilera-Hermida, A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011

Popovici, A., & Mironov, C. (2015). Students ’ perception on using eLearning technologies. Procedia - Social and Behavioral Sciences, 180(November 2014), 1514–1519. https://doi.org/10.1016/j.sbspro.2015.02.300


Rajkumar, R. (2019). Slow learners in English language classroom : Importance of technology and innovative strategies. August.

Richards, J. C. (2008). Teaching Listening and Speaking From Theory to Practice. Cambridge University Press. www.cambridge.org

Samadi, F., Maghsoudi, M., & Azizmohammadi, F. (2014). ScienceDirect The Impact of CALL Technology on Improving Iranian Female Highschool Students’ speaking ability. Procedia-Social and Behavioral Sciences, 98, 1666–1671. https://doi.org/10.1016/j.sbspro.2014.03.591

Sukmawan, S.-, Setyowati, L.-, & El-Sulukiyyah, A. A. (2021). The Effect of Authentic Materials on Writing Performance across Different Levels of Proficiency. International Journal of Language Education, 5(1), 515. https://doi.org/10.26858/ijole.v5i1.15286

Woodard, B. S. (2003). Technology and the constructivist learning environment: Implications for teaching information literacy skills. Research Strategies, 19(3), 181–192. https://doi.org/10.1016/j.resstr.2005.01.001

Yang, S. C., & Chen, Y.-J. (2007). Technology-enhanced language learning: A case study. Computers in Human Behavior, 23, 860–879. https://doi.org/10.1016/j.chb.2006.02.015

Young, E. H., & West, R. E. (2018). Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning. The EuroCALL Review, 26(1), 59. https://doi.org/10.4995/eurocall.2018.8599

Article Metrics

Abstract view : 710 times | PDF view : 72 times


  • There are currently no refbacks.

License URL: https://creativecommons.org/




Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.