Integration of Multimedia for Teaching Writing Skills

Abstract

The present study examines the efficacy of multimedia integration in a writing classroom using the process approach. Contemporary practices of teaching writing include the process approach and technology integration. Therefore, multimedia integration is recommended at every stage of the process approach for better learning outcomes. The participants of the study included 60 male students comprising of control group n=30 and the experimental group n=30. Mayer’s cognitive theory of multimedia learning (CTML) was used as the theoretical base and his principles were applied for the design of writing tasks. The control group was exposed to traditional input and the treatment group to multimodal input. The test performance was evaluated using IELTS writing rubrics. A paired sample t-test indicated discernible improvement in the writing skills of the experimental group. The final part of the paper deals with the pedagogical implications of multimedia integration, limitations, and scope for future research.