Методика преподавания языка | Филологический аспект: Методика преподавания языка и литературы Методика преподавания языка и литературы №04 (21) Июль 2023 - Август 2023

УДК 81

Дата публикации 31.08.2023

A strategy for incorporating multimedia resources in teaching English to adolescents

Bondareva Nelli Karoevna
Master of Education, University of the People, Pasadena, USA

Аннотация: The use of multimedia in teaching English to teenagers is becoming an integral part of modern education. Visual and audio materials, instant messengers, social networks, interactive applications allow you to create a full-fledged digital learning environment. It has been proven that multimedia tools contribute to a deeper acquisition of the language through a variety of visual and auditory experiences. In order for the use of multimedia to be effective, the design of program material should be based on the following principles: (1) communicative emphasis in teaching; (2) the use of authentic teaching material; (3) creative learning vector; (4) the principle of feasible learning; (5) the complexity of the learning environment; (5) relevant multimedia content; (6) creation of a healthy competitive educational environment.
Ключевые слова: teen, digital learning environment, digitalization, English, multimedia, audiovisual learning tools, content, motivation, adolescents

Правильная ссылка на статью
Bondareva N.K. A strategy for incorporating multimedia resources in teaching English to adolescents // Филологический аспект: международный научно-практический журнал. Сер.: Методика преподавания языка и литературы. 2023. № 04 (21). Режим доступа: https://scipress.ru/fam/articles/a-strategy-for-incorporating-multimedia-resources-in-teaching-english-to-adolescents.html (Дата обращения: 31.08.2023)

The processes оf globalization have led to the expansion оf the sphere оf international communication, involving nearly every inhabitant of the planet. English language, thanks to informatization and globalization, continues to solidify its status as a universal means о international communication. All оf this brings to the forefront the issues о enhancing the quality оf teaching the English language in schools and universities.

In the present day, a multitude оf researchers are delving into various facets оf English language teaching methodology. Оf particular interest are studies that are tailored to specific age cohorts оf learners – encompassing children, adolescents, adults, and even the elderly population. The primary focal point оf the ongoing investigation lies in the instructional techniques employed for teaching English to adolescents. This exploration takes place within the dynamic landscape о a digital educational milieu, adding a unique dimension to the language experience.

Adolescence is a notably complex period in a person's life, marked by significant psychological and physical transformations [13, p.1228]. Teaching adolescents any subject, including a foreign language, should be constructed with careful consideration оf their distinct psycho-emotional and cognitive-behavioral status. The instruction given to teenagers in English often comes with a multitude of challenges and barriers. Some teenage learners may dedicate themselves entirely to their studies and strive for continuous self-improvement. On the other hand, some may become introverted and lack enthusiasm for foreign language learning altogether [9, p.32]. As some researches point out [9, p.32; 4, p.15, and others], students in the lower grades are quite eager to learn a foreign language. However, by the 5th or 6th grade, a noticeable decline in motivation occurs for many students. This phenomenon has been observed in various studies [9, p.32; 4, p.15, and others].

On one hand, the loss of interest and decreased motivation to learn English is linked to the aforementioned age-related factors. On the other hand, it can be assumed that the problem lies in the inefficiency of existing school education systems. Typically, English language education in modern Russian schools takes place within an artificially created environment. Special adapted texts from textbooks, role-played dialogues between participants, vocabulary and grammar exercises, educational films - all of these can hardly be labeled as authentic language experience. Moreover, the application of foreign language communication skills in a country where the vast majority of the population speaks only Russian is hardly feasible. As a result, English lessons are perceived by many students as a meaningless pastime or as a formal obligation that requires fulfillment solely for the purpose of obtaining a final grade in a school test.

However, there is an entire sphere of communication where English can and should be used by teenagers - the realm of online communication. Today, a significant portion of communicative processes has shifted online, onto the Internet, where, as before, the English language dominates. In contemporary foreign literature, a new terminological category can be found - “digital native” [7, p.171], emphasizing the digital aspect of the modern children’s, teenagers’, and youth’s activities. The term “digital native” refers to someone who has grown up in the digital age, surrounded by technology and the internet from a young age. This term is often used to describe individuals who are comfortable and fluent in using digital technologies and online communication tools due to their exposure to them from an early age.

Indeed, generational behavior patterns, preferences, tastes, principles of organizing living spaces, and interaction have significantly changed over the past two decades, driven by a sharp leap in the development of information and communication technologies. In this regard, didactics seeks to integrate existing theories, teaching principles, and approaches into the new digital agenda. The main result of these efforts has been the development of electronic educational environments (“a combination of electronic educational resources, information and communication technologies, hardware and software tools used for educational purposes”) [11, p.129].

The key advantages of digital educational environments include:

- an emphases on using multimedia (audiovisual and interactive) learning materials,

- increased focus on independent students work and the transformation of the teacher’s role (teacher→ tutor/consultant/moderator, etc.),

- expansion of spheres and opportunities for remote interaction, leading to the emergence of hybrid (blended, asynchronous ans synchronous [11, p.133]) learning modes,

- the ability not only to use ready-made multimedia materials but also to create custom resources,

- individualization - moving away from a standardized approach to education in favour of personalized learning trajectories formed by software environments, adapted to the learner’s previous educational experience, knowledge gaps, and preferences.

During the early days of the emergence of digital pedagogy, teachers primarily used text materials and presentations; subsequently, simple animated programs for teaching English language were developed [12]. However, today, educators have access to a full spectrum of high-tech multimedia tools in their arsenal, including video conferencing, video hosting, messengers, social networks, augmented and virtual reality technologies. It can be said that multimedia represent the most contemporary evolutionary stage in the development of educational tools. The utilization of multimedia materials in teaching teenagers English offers several advantages, such as maintaining a high level of engagement and motivation among students, employing a differentiated approach (as mentioned earlier, the principles of individualization in education), providing prompt feedback, and more [6, p.250]. The diversity of visual aids is extremely useful both for explaining new language material and for solidifying it in the minds of learners. It’s no wonder that an increasing number of theoretical researchers and practicing educators emphasize the necessity of a complete transition from traditional paper textbooks to multimedia formats.

Taking into account the aforementioned theses, it seems appropriate to focus on developing new educational strategies in the subject area under consideration - teaching teenagers English. In this regard, the author presents the key principles of implementing the proposed strategy in Table 1.


Table 1. Principles of implementing the strategy for teaching English to adolescents based on multimedia materials

Note: Author’s personal development




emphasis in



The communicative approach in English language education is centered around the development of real communication skills. It involves active interaction among students using the language, with a priority on speaking and listening comprehension processes. Educational situations simulate real-life scenarios, encouraging language use for practical problem-solving. Role-playing, discussions, group tasks are employed, promoting the development of not only vocabulary and grammar skills but also confidence in communication.


Application of authentic materials

Moving away form specialized educational materials in favour of authentic multimedia content created by native speakers of the language. This principle involves using genuine, real-world content as educational resources to create a more engaging and relevant learning experience. By incorporating authentic learning material through multimedia resources, educators enhance language learning by grounding it in real contexts. Thus enabling adolescents to connect language skills to real-life situations.






Creative learning approach

The creative learning approach represents a dynamic and innovative method of education that focuses on fostering students’ creativity, critical thinking, and problem-solving skills. This approach moves beyond traditional rote learning and instead encourages active engagement, exploration, and self-expression. Educators incorporate a variety of strategies, such as project-based learning, inquiry-based learning, real-world simulations, and incorporating arts and technology. The learning environment becomes a space where curiosity and innovation thrive. The creative learning approach empowers students to become active, creative thinkers, enabling them to tackle challenges with confidence and imagination. 


The principle of feasible learning

The principle of gradual learning is a foundational concept in education that emphasizes the importance of progressing through learning materials at a pace that aligns with each individual student’s readiness and capabilities. This principle recognizes that effective learning is a step-by-step process that builds upon prior knowledge and skills, ensuring a strong foundation for more advanced concepts. To incorporate multimedia materials in line with the principle of gradual learning, educators can design learning modules that align with the sequence of concepts presented. Each multimedia resource should contribute to a logical progression of knowledge, encouraging students to explore and engage deeply with the content at their own pace. By harmonizing the principle of gradual learning with multimedia integration, educators create a balanced and effective learning journey that accommodates individual progress while leveraging the benefits of multimedia for comprehensive understanding and skill development. 


The complexity of the learning environment

Support, motivation, and assistance in creating a language environment outside of school through parental initiative contribute to increased self-confidence and allow the integration of new knowledge into practical usage. Joint sessions for parents and adolescents, video discussions, the creation of collaborative multimedia content, using the language in daily life and written communication, all contribute to the successful acquisition of the English language. By synergizing the principle of comprehensiveness with multimedia integration, educators create an English language learning experience that not only enhances linguistic skills but also cultivates well-rounded individuals prepared for effective communication and success in a globalized world.


Relevant multimedia content

The principle of relevant multimedia content underscores the significance of using up-to-date and meaningful resources in the process of education. It recognizes that incorporating contemporary multimedia materials that resonate with students’ interests, experiences, and real-life contexts enhances engagement, understanding, and the overall learning experience. Educators implement the principle of relevant multimedia content by continuously curating and updating materials, incorporating current events, pop cultures references, and real-world scenarios. Additionally, involving students in suggesting multimedia resources that resonate with them can contribute to its effectiveness. By integrating the principle of relevant multimedia content, educators ensure that the learning experience remains dynamic, relatable, and meaningful, thus enhancing the effectiveness of the educational process.


Creating a healthy competitive educational environment

The principle of creating a healthy competitive educational environment emphasizes fostering a positive atmosphere where healthy competition drives students to excel while also promoting collaboration, personal growth, and mutual support. This approach recognizes that competition can be a powerful motivational tool when harnessed in a constructive manner. Educators implement the principle of creating a healthy competitive educational environment by designing activities that encourage friendly competition, celebrating individual progress, and emphasizing the value of effort and growth. Providing opportunities for both individual and team-based challenges can balance competition and collaboration. By embracing the concept of a healthy competitive educational environment, educators instill values of self-improvement, collaboration, and resilience in students. This approach cultivates well-rounded individuals who are motivated to excel and contribute positively to their personal and collective growth.

Let’s examine the principles mentioned above in more detail.

Communicative emphasis in education. First and foremost, it should be mentioned that the multimedia emphasis in teaching English to adolescents can be most effectively incorporated into the so-called communicative language teaching methodology. In author’s opinion, the communicative approach in pedagogy is one of the most effective. Following the communicative methodology involves integrating various socially-oriented formats of tasks into the curriculum: discussions, debates, communicative games, presentations. In secondary school, as is well known, one of the key motivations for activity is social interaction - communication with peers becomes one of the main priorities for adolescents [10, pp.74-75]. Furthermore, the communicative approach in teaching implies overcoming the language barrier and eradicating a common difficulty that arises in the process of learning English - “I understand everything, but I can’t say it”.

The integration of multimedia into the communicative approach amplifies engagement and motivation. Adolescents are drawn to multimedia content, which can range from short video to interactive simulations. This engagement enhances their willingness to participate in communicative activities. Incorporating multimedia caters to different learning styles, accommodating visual, auditory, and kinesthetic preferences. This inclusivity further promotes active participation and engagement among a diverse group of learners. In essence, the combination of communicative approach and a multimedia emphasis capitalizes on students’ innate desire for social interaction, leverages multimedia’s ability to overcome language barriers, and enhances overall engagement and motivation. This approach does not only facilitate language learning but also nurtures confident and effective communicators who can bridge the gap between understanding and expression.

Application of authentic materials. The communicative approach, among other things, entails immersing students in an authentic foreign language environment. As known, adolescents have specific spheres of interest and are often intrigues by subcultures and latest trends. “No teenager wants to read stories that are no longer relevant to their generation or do not relate to their loves” [9, p.37]. Traditional textbooks typically present texts and tasks that fail to captivate teenage learners. In such cases, educators can turn to authentic multimedia materials to extract more current content. The instructional material should engage adolescents and resonate with their interests otherwise, their attention might shift to non-academic domains.

Moreover, the utilization of unadapted authentic multimedia content enables students to gain insights into the speech behavior of English-speaking communicants, the social values of English-speaking linguistic cultures, and real patterns of oral and written communication. Currently, teenagers’ knowledge of sociocultural features of English speaking countries is limited to general cultural information about holidays and traditions [8, p.235]. However, practical language use demands understanding what directly surrounds the language partners in their daily lives. It’s also worth mentioning that adolescents exhibit a significant interest in music, movies, and internet trends - they are more inclined to discuss the latest hit or new films rather than news headlines or educational texts. This trajectory for developing linguistic and cultural competence can be realized through topics such as “Network Superstores in America - Walmart, Target, Costco”, “English Names and Stereotypes (Karen, Susan, Jack, etc.)”, “Cores and Trends in Fashion - Barbiecore, Balletcore, OldMoney”, “Influence of Disney Corporation on Contemporary Culture”, “Classic Superheroes vs. Future Superheroes: Superman and Catwoman vs. Green Lantern and Harley Quinn”.

Creative learning environment. The aforementioned shift in educational content to a more current approach can serve as the foundation for incorporating creative assignments into language learning practices. The shift towards using more current and authentic content provides a dynamic platform for introducing creative assignments into language learning. By tapping into adolescents’ interests, such as social media trends, pop culture, and historical figures, educators create a context that resonates with learners. This context does not only captivate their attention but also stimulates their creative thinking. Using current pop songs or viral videos as inspiration for creative assignments is instrumental in stimulating them. For instance, having students analyze the lyrics of a popular song, create their own verses, and then perform them in class. Engaging in creative assignments enables adolescents to apply language skills in innovative ways. Designing blogs, crafting short videos, producing podcasts, or creating visual art in the form of comics are avenues that allow students to express themselves using the language.  These assignments go beyond traditional exercises, encouraging students to think critically, develop narratives, ad present ideas effectively. Adolescents can develop blogs from their own perspective or form the viewpoint of a literary/historical character (for example, creating a TikTok account for Robin Hood or Abraham Lincoln), produce short videos or even short films on assigned or self-chosen topics, and create comics in the English language.

The process of creating content, whether it is a blog post, a video script, or a comic strip, demands a thorough understanding of language usage and structure. Students must carefully choose words, construct sentences, and consider the tone to convey their intended message. This active engagement with language promotes a deeper grasp of grammar, vocabulary, and language nuances. Having students write and illustrate a comic strip that involves a dialogue between characters, showcasting correct language usage, and requiring them to consider dialogue flow and character expressions.

Creative projects inherently require a combination of language skills- reading, writing, listening, and speaking. Students do not only absorb language by consuming content but also strengthen their communication abilities by producing content. As they develop, edit, and present their creations, they are refining their language proficiency in a holistic manner. Tasking students with creating a short video documentary on a cultural aspect of an English-speaking country would require researching, scripting, speaking, and possibly interviewing native speakers.  The personal investment in creating content fosters a sense of ownership over learning. Adolescents become proactive learners as they explore topics they are passionate about and trasform ideas into tangible creations. The positive emotions associated with creativity and the anticipation of sharing their work motivate them to engage more deeply with the language.

Incorporating multimedia content creation parallels authentic language utilization found in real-world scenarios. Just as they would communicate in daily life or an social media platforms, students apply language in practical context. This bridge between academic learning and real-world application strengthens their ability to navigate real-life conversations and interactions in English. Creating a mock social media campaign, where students design posts, captions, and hashtags relate to a topic they are learning about. This mirrors real online communication and exposes them to relevant language and trends. Sharing creative content with peers invites interaction and feedback. Whether through presentations, discussions, or online platforms, students engage in authentic language exchange. Constructive feedback from peers further enhances language learning by providing insights into different perspectives and ways of expression. Organizing a presentation day where students showcase their multimedia creations to the class and engage in discussions about the content. Peers provide feedback, encouraging constructive dialogue and diverse viewpoints.

By incorporating these examples, educators can effectively implement a creative learning vector that enhances language education and offers adolescents a more engaging, relevant, and immersive language learning experience.

The principle of feasible learning. The principle of feasible learning is an educational concept that revolves around adapting the educational process to the individual abilities, knowledge, and skills of students. Its essence lies in achieving a balance between the complexity of the educational material and the learners’ competence level [3, p.26]. Following this principle entails meticulous selection of multimedia materials for teaching. The material should correspond to the adolescents’ age characteristics and interests, while also considering individual student traits and their level of development. Furthermore, the use of authentic material requires special caution, as such material must not contain scenes inappropriate for adolescents (violence, explicit content, substance abuse, explicit language). The principle of feasible learning, when combined with the integration of multimedia resources in the ESL classroom, creates a powerful and flexible approach to language education. Feasible learning ensures that educational activities and content are tailored to suit the ability, needs, and schedules of English language learners. When coupled with multimedia resources, this approach enhances engagement, comprehension, and language acquisition through diverse visual and auditory materials. Feasible learning encourages the use of multimedia resources that cater to various learning styles and proficiency level. For instance, providing video clips, podcasts, or interactive online modules allows students to choose content that aligns with their language goals and preferences. By incorporating multimedia resources, educators can offer a range of materials for learners to explore. Students could choose from a library of videos, audio recordings, or interactive apps, allowing them to engage with content at their own pace and according to their interests. Multimedia resources often offer content with varying degrees of complexity. Feasible learning means selecting resources that align with each student’s level of proficiency. For instance, using video clips with subtitles or transcripts allows beginners to follow along while more advanced learners can foster on understanding spoken language.

Dividing language skills into smaller modules is effective for both feasible learning and multimedia integration. Students can engage with multimedia materials that focus on specific skills, such as listening, speaking, reading, or writing. For example, a module might consist of short videos for listening practice followed by speaking exercises. Multimedia resources enable diverse assessment methods. Students could record a video response, create a multimedia presentation, or participate in an online discussion using audio or video platforms. This approach allows for varied assessment while incorporating the technology they are accustomed to. By combining the principle of feasible learning with multimedia resources, educators can create a dynamic ESL classroom where students have autonomy over their learning, access to personalized content, and opportunities to engage with the language through diverse modalities. This approach fosters a more inclusive, engaging, and effective language learning experience.

The complexity of the learning environment. One of the key tasks of the educational strategy is to expand the application of the English language beyond classroom hours. For instance, parents can take direct involvement in the educational process [9, p.32]. Parents are always direct participants in educational interactions with children during non-school hours. Therefore, they should create an environment in which the child develops an interest in learning through communication in English, joint projects, watching films and videos in English with subtitles or without. Involving parents and family members in the learning process is essential. Parents can engage in conversations, activities, and projects that revolve around English. For example, they can read English storybooks, play language-related games, and discuss topics of interest with their children in English. This does not only strengthen family bonds but also provides consistent exposure to the language. Furthermore, all family members can switch their devices - phones, computers, tablets, televisions - to English interfaces and use the English language while interacting with them. There are numerous positive examples where regular use of English in messaging applications significantly enhances students’ communication skills [2, p.183].

Adolescents, undoubtedly, will be interested in using the up-to-date onomatopoeic interjections and acronyms commonly used in the English-speaking virtual discourse among young people such as LOL, ROFL, IDK, etc.) and the doubling of letters for emotional emphasis (niiiiiceeee!). Teaching students modern slang, acronyms, and colloquial language used in online communication allows them to connect with peers globally and be updated on current trends.

Encouraging the use of English in technology and media consumption can be highly effective. Switching devices to English interfaces, watching movies, TV shows, and online content in English, and following English-speaking social media accounts contribute to immersive language exposure. Incorporating language learning into daily routines, such as labeling household items in English, playing word games during meals, or narrating events of the day in English, turns language practice into a natural part of life.

By integrating English into various aspects of daily life, students see the language as a tool for real communication and self-expression, rather than just a subject studied in school. This approach fosters a sense of ownership over the language and facilitates its seamless incorporation into their personal and social spheres. Moreover, it creates a holistic language learning environment where English is seamlessly integrated into everyday life and interactions, allowing students to practice and apply the language authentically.


The creation of a healthy competitive environment. Adolescents naturally enjoy competition, and harnessing this competitive spirit can be an effective way to motivate learners. When engaging in creative projects (such as creating a virtual room tour, city tour, unboxing videos, and more [7, c.172; 5, c.163]) students can compete with each other. One popular genre in online audiovisual communication is storytelling (stories, web series, lifestyle blogs, etc.). These types of activities have shown positive outcomes in terms of increased motivation, fostering a healthy sense of  excitement, overcoming language barrier, and developing speaking and listening skills [1, c.303].

The principle of creating a healthy competitive educational environment in the ESL classroom can have a profoundly positive effect on students’ language learning journey. By harnessing their innate desire for competition, educators can enhance motivation, engagement, and overall language proficiency. This approach does not only make learning enjoyable but also helps students build crucial skills that extend beyond language acquisition. One of the significant benefits of incorporating healthy competition is the increased level of engagement it brings to the classroom. When students are actively involved in friendly competitions, they become more interested in the learning process. As a result, they are more likely to participate, ask questions, and contribute to discussions. For example, organizing a language quiz show where students compete to answer questions can spark enthusiasm and active participation.

Healthy competition also serves as a powerful motivator. Students strive to perform their best when there is a goal to achieve or a challenge to overcome. Creating language-based challenges that require students to solve puzzles, complete tasks, or accomplish projects taps into their intrinsic motivation to excel. An example could be a “Language Adventure Quest” where students work individually or in teams to complete language-related missions and earn rewards. Furthermore, competition promotes collaboration and teamwork. Many competitive activities can be designed to encourage students to work together to achieve a common goal. Collaborative projects, like creating a bilingual newsletter or a digital language magazines, do not only enhance language skills but also foster a sense of a team work among students. Incorporating real-world scenarios into competitors can help bridge the gap between classroom learning and practical language use. For example, students can engage in a “Language in action” challenge where they create video advertisements in English for a fictional product. This exercise does not only hone their language skills but also equips them with communication abilities relevant to real-life situations.

The principle of a healthy competitive educational environment, combined with the integration of multimedia resources, redefines the language learning experience. It empowers students to take ownership of their learning, instills valuable skills, and prepares them for effective communication in diverse contexts. By creating an environment where healthy competition thrives, educators can foster a lifelong love for learning  and empower students to excel in their language journey.

In conclusion, the integration of multimedia resources in English language education for adolescents revolves around key principles that collectively enhance the learning experience and foster effective language acquisition. The communicative emphasis, driven by the communicative language teaching methodology, underscores the importance of interactive and socially-oriented tasks, enabling students to overcome language barriers and become confident communicators. The application of authentic materials ensures relevance and engagement, connecting language learning with the real world. This principle bridges the gap between classroom and daily life, incorporating current trends and interests into language practice.

The creative learning environment principles adds a dynamic dimension to language education by encouraging students to express themselves through various multimedia formats. This approach cultivates critical thinking, encourages personal engagement, and enhances language proficiency. It transforms learners into active creators of content, bridging the gap between understanding and expression.

The principle of feasible learning underscores the importance of adapting educational content to individual learners’ abilities and preferences. When coupled with multimedia resources, this approach accommodates different learning styles and proficiency levels, offering a diverse range of materials and assessment methods. By tailoring learning experiences to each student’s capability, educators promote effective language acquisition and foster a sense of ownership over learning.

Lastly, the creation of a healthy competitive educational environment integrates multimedia and encourages friendly competition, motivation students to actively participate, collaborate, and excel in language acquisition. By tapping into their natural drive to compete, educators create an engaging atmosphere that enhances motivation and language proficiency.

In order for the use of multimedia to be effective with adolescent, when constructing instructional materials it is important to rely on the following principles: (1) communicative emphasis in education; (2) application of authentic instructional material; (3) creative learning approach; (4) principle of feasible learning; (5) complexity of the learning environment; (6) relevant multimedia content; (7) creating a healthy competitive educational environment.

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