Multimodal Resources for Learning English as a Foreign Language Outside the Classroom: Insights from Lithuanian University Students multimodal-resources-for-learning-english-as-a-foreign-language-outside-the-classroom-insights-from-lithuanian-university-students Volume 7, Issue 1 ARTICLES 2026 7
This study aimed to reveal Lithuanian university students’ views on
the use of multimodal resources for learning English as a foreign language.
An anonymous online questionnaire, including open-ended and
closed-ended questions, was administered to upper-intermediate and
advanced-level students to collect data. The data were analysed using
quantitative and qualitative methods and, at times, compared across the
two student groups when views differed greatly. The findings suggest
that the use of multimodal resources significantly helps English skill
improvement, as close to half of all the participants emphasised that
they improve vocabulary and reading skills, and moderately enhance
grammar and writing skills this way. They see multimodal resources as
motivating, engaging, and effective. In fact, videos are seen as effective
by half of the study participants, but moderately effective are these:
music, podcasts, interactive games, online platforms with interactive
tasks, social media, and online dictionaries. It is also important to
note that students’ experience of using such resources has individual
differences, and upper-intermediate students find the use of multimodal
resources challenging and have accessibility-related issues. Although the
findings should be viewed in light of some limitations, they can help
EFL teachers to gain insight, improve their multimodal pedagogies
and make students’ learning more effective by using the multimodal
resources they identify as the most useful.

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