Article View

The amalgamation of multimedia, collaborative learning, and established language acquisition theories engenders a dynamic and continuously evolving milieu within the domain of language instruction. The objective of this study was to examine the correlation between cooperative learning, multimedia, and specific language acquisition theories across various language skill domains. The research employed a qualitative methodology, utilising semi-structured interviews as the primary data collection method. The participants in the study consisted of 18 individuals who were both language learners and teachers. Thematic analysis was employed to extract and analyse emergent themes, facilitating a comprehensive understanding of the intricate interplay among the theories of cooperative learning, multimedia integration, and language acquisition. The study's results demonstrated a correlation between learners' cooperative experiences and Vygotsky's Zone of Proximal Development, highlighting the transformative capacity of collaborative dynamics. The integration of multimedia resources aligns with Bruner's Scaffolding Theory by emphasising their role as interactive scaffolds that guide students' comprehension. The correlation between cooperative learning and multimedia aligns with Krashen's Input Hypothesis, showcasing the immersive language input facilitated by engaging in multimedia activities. The study demonstrates the theoretical implications of established learning theories within the domain of language education. This observation underscores the necessity of incorporating pedagogical innovation, student-centred learning approaches, and the effective utilisation of multimedia resources within language classrooms. The novelty of this study lies in its integration of concepts pertaining to language acquisition, cooperative learning, and multimedia. This study addresses a significant research void by examining the multilingual experiences of both learners and instructors, offering valuable insights to enhance language education methodologies. This original synthesis significantly enhances the existing body of knowledge in the field of language acquisition pedagogy by advancing our comprehension of the interplay between these components. The limitations of this study encompass a sample size that is relatively small and the narrowness of the educational setting, potentially impacting the extent to which the findings can be applied to other contexts. The study acknowledges the inherent subjectivity involved in interpretations from a methodological standpoint.