Abstract
This study uniquely integrates a multimodal approach with AI-assisted learning strategies to detect the possible chance to activate critical thinking. It enables nearer real-world scenarios to improve students’ writing proficiency and engagement. A pilot case study involving four graduate students was conducted over three hours, including a pre-test, post-test, reflection reports that detailed their observations, viewpoints, and AI-related feedback analysis. The multimodal methods, such as video clips, PowerPoint demonstrations, and deliberate text interpretation, mainly focus on writing tone, style, and tackling methods. AI tools—Grammarly for grammar accuracy, ProWritingAid for clarity, style, and Voyant Tools for vocabulary density—were used to measure progress in these areas. The results show that multimodal teaching significantly improves engagement by 5%, fosters critical thinking essentially, enhances readability by 52.9%, upgrades reader comprehension, and decreases sentence length by 15% to make content easier to read. However, some participants reflected that too much reliance on AI tools drags their attention and hinders the development of text structure. Therefore, balancing usage is recommended. This study highlights the synergy between multimodality and AI to meet the demands of fast-paced technology and business-related knowledge. The most important thing is to guide students to self-directed learning, which catalyzes the customs to think, plan the plot, design the scheme, and face the setbacks alone. The findings also provide practical insights for more educators to adopt and develop writing skills more professionally.
Presenters
Ying HuangStudent, Graduate, NKUST National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
English for Business Purposes, Multimodal Teaching, Artificial Intelligence, AI-assisted Tools, AI-driven Instruction, Critical Thinking
