UNLEASHING THE POWER OF PERSONALIZED LEARNING: INVESTIGATING HYPERMEDIA-BASED MODULES FOR ENHANCING ESL PROFICIENCY AMONG PAKISTANI STUDENTS

Abstract

This study investigates the efficacy of hypermedia-based modules in enhancing English as a Second Language (ESL) proficiency among Pakistani students, focusing on personalized learning styles. Additionally, it explores the impact of these modules on ESL proficiency across diverse learning styles and seeks optimization strategies for improved learning outcomes in the Pakistani context. Motivational levels of students utilizing a computer-assisted language learning program are also examined. The research employs a mixed-method approach, incorporating Self-Determination Theory (Ryan & Deci, 2000) as a theoretical framework, and utilizes pretest and posttest surveys, teacher reflective notes, and open-ended questionnaires. The study, encompassing 200 first-year intermediate students from various departments, employs SPSS 23 for quantitative data analysis and thematic/content analysis for qualitative data. Integrating the ASSURE model (Heinich, Molenda & Russell, 1993) for program design, the findings emphasize the effectiveness of hypermedia-based modules in enhancing ESL proficiency and highlight key factors influencing student motivation, recommending tailored module implementation for optimal outcomes and continued exploration of technology-based tools.