A cognitive theory of multimedia learning is based on three main assumptions: there
are two separate channels (auditory and visual) for processing information; there is
limited channel capacity, and learning is an active process of filtering, selecting,
organizing, and integrating information. (Mayer, 2000) The learners learn better from
the words and pictures than from words alone. Multimedia can be a very effective tool in the language teaching-learning process. The visual and auditory input can be effectively used to give auditory and visual images to create linguistic concepts in the brain of the L2 learners because language learning is building concepts of the signified and signifier, and hence, developing linguistic competence within the learner. The principle is known as the “multimedia principle” states that “people learn more deeply from words and pictures than from words alone” (Mayer, 2000). Human beings possess two separate channels to process information. The visual images are taken in and processed decoded, and the other auditory signals are processed and retained in the brain's cognitive aspect. “There are two separate channels (auditory and visual) for processing information (sometimes referred to as Dual-Coding theory” (Mayer, 2000)
Learning is an active process of filtering, selecting, organizing, and integrating information based on prior knowledge (Mayer, 2000). Learning a language develops the linguistic competency and linguistic performance by which the learners develop and achieve proficiency. Reading, speaking, writing and listening are the four skills L2 learners must master. Digital media can be used effectively to develop all these aspects. Online platforms such as Audible, kindle, and Verbling are well organized 17 and sophisticated digital resources available for L2 learners. Digital books, video games, cartoons and narratives, songs and poetry are now available at our fingertips to develop our linguistic competency and performance. Cartoon series such as Pepa Pig is convenient for language skill development. Audiovisual animation is significant in the language teaching-learning process as it can be utilized as an input resource for L2 learners.
Applied linguists, scholars and researchers have done many types of research on using digital resources in Language learning and teaching. Students are using computerized narratives, stories, and texts in language teaching. All the materials that come blended with technology are considered multimedia. Digital storytelling and narratives are viral at present. eLearning, blended learning and MLearning are the latest trends in education. Especially multimedia teaching aid is rife in the academic field. The EFL and ESL classrooms tend to use multimedia tools in ELT Classrooms in modern times.
Digital Storytelling is the modern perspective of the ancient art of storytelling. Digital
stories derive their power by weaving images, music, narrative and voice together,
thereby giving deep dimension and vivid colour to characters, situations, experiences,
and insights. As Robin (2008) said, Lambert and Atchley introduced the first
application of multimedia technology in the classroom for educational purposes. They
helped the advent of the digital storytelling movement in the late 1980s as cofounders
of the Center for Digital Storytelling (CDS) in Berkeley, California. The CDS
developed the seven elements of Digital Storytelling. According to Robin, “[This]
combination of powerful, yet affordable, technology hardware and software meshes
perfectly with the needs of many of today’s classrooms, where the focus is on
providing students with the skills they will need to ‘thrive in increasingly media varied environments”(Robin, 2008, p. 222). Burmark (2004) introduced digital
storytelling as a high-quality technology for gathering, creating, examining, and
merging visual images with texts. He believed integrating visual images with written
texts expands and accelerates student comprehension by boosting students’ interest in
new ideas. Digital storytelling techniques can effectively assist the learning process in
EFL classrooms. It can assist EFL learners to develop multimodal communicative
competence by promoting a learner-centred environment. In this way, “learners have
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numerous opportunities to interact and use language in authentic and personally
meaningful ways” (Rance-Roney, 2008, p. 30). Students narrate the scripts of their
stories and record themselves. This material is next mixed with different types of
multimedia, including computer-based graphics, computer-generated text, images,
video clips, and music to be played on a computer. Accordingly, students become the
“storytellers” who present the stories they have created to audiences (Kajder, 2006).
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