The Effect of Multisensory and Multimodal Education on Students’ Willingness for ‎Academic Writing

Document Type : Original Article

Authors

• Zahra Shariatpanah ¹
• Shima Ebrahimi ²
• Reza Pishghadam ³
• Mohammad Javad Mahdavi ⁴

¹ PhD Candidate of Persian Language and Literature, Department of Persian Language and ‎Literature, Faculty of Literature and Humanities, Ferdowsi University of Mashhad, Mashhad, ‎Iran.

² Associate Professor of Persian Language Education, Department of Persian Language and ‎Literature, Faculty of Literature and Humanities, Ferdowsi University of Mashhad, Mashhad, ‎Iran.

³ Professor of English Education, Department of English, Faculty of Literature and Humanities, ‎Ferdowsi University of Mashhad, Mashhad, Iran; Gulf College, Muscat, Oman.

⁴ Assistant Professor of Persian Language and Literature, Department of Persian Language and ‎Literature, Faculty of Literature and Humanities, Ferdowsi University of Mashhad, Mashhad, ‎Iran.

10.22067/jlkd.2025.92922.1318

Abstract

Academic writing is widely recognized as an effective approach to transferring knowledge and information in academia. However, writing skills have been largely ignored in educational institutions, such as schools and universities. Since writing is a complex skill, student show less interest in developing it. Acknowledging the importance of sensory engagement in teaching writing skills, this quasi-experimental study explores the impact of multisensory and multimodal education on students’ willingness for academic writing. In doing so, 300 undergraduate students from Ferdowsi University of Mashhad were selected through convenience sampling. They participated in seven training sessions, divided into three groups: 1) multisensory education; 2) multimodal education; and 3) traditional education. Their willingness for academic writing was assessed through a questionnaire and a descriptive writing task in both pre-test and post-test evaluations. The findings revealed that students who received multisensory instruction showed a significantly greater willingness to write. Additionally, female students in the multimodal instruction group exhibited a higher willingness to write compared to male students in the other two groups. These results suggest that multisensory teaching methods, in contrast to traditional approaches, enhance social interaction and group support. Moreover, increased engagement with the environment fosters greater self-efficacy in writing.

Keywords

• Academic Writing
• Academic Writing Willingness
• Multimodal Education
• Multisensory Education

Main Subjects

• Psychology of language

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