A Multimodal Digital Text-Based Learning Approach to English Vocabulary Acquisition: Students' Experiences and Coping Strategies

Abstract

Multimodal digital texts are widely used in English vocabulary learning, but students’ perceptions and strategies in navigating these materials still need deeper understanding. This study aims to explore how students perceive and approach reading multimodal digital texts to support vocabulary acquisition. Using a qualitative descriptive method, data were obtained through semi-structured WhatsApp interviews with purposely selected university students and analyzed thematically. The findings show that multimodal features such as pictures, audio, and videos help students understand meanings, improve pronunciation, increase motivation, and support memory retention. Students also reported using various strategies, including visual cues, online dictionaries, translation tools, and AI assistance to learn new vocabulary. However, challenges such as eye fatigue, distractions from excessive multimedia, and cognitive overload were also identified. Based on these findings, it is recommended that educators design multimodal materials that are visually supportive, cognitively balanced, and comfortable for prolonged reading so learning outcomes can be maximized.