IMCC Journal of Science

Abstract: 

This qualitative study examines teachers’ and learners’ experiences with English instruction using interactive audiovisual materials, along with the challenges faced during its implementation. Based on in-depth interviews with classroom teachers and focus group discussions with learners, the findings suggest that multimedia integration increases learner engagement, enhances comprehension, and stimulates motivation. Teachers noted improved attentiveness, greater classroom participation, and the ability to address diverse learning needs through differentiated instruction. However, barriers such as limited access to digital equipment, unstable internet connectivity, lack of institutional support, and distractions caused by unregulated media exposure were also identified. These challenges point to systemic limitations that hinder the consistent and effective use of multimedia in language teaching. The study underscores the need for digital infrastructure, targeted teacher training, and school-based policies to institutionalize the use of interactive audiovisual materials in basic education.

Keywords: cognitive theory, english instruction, interactive audiovisual materials, learner engagement