مشخصات پژوهش

In recent years, advancements in technology have revolutionized educational practices, introducing innovative methods to enhance learning outcomes. Among these, multimodal instruction, which integrates various modes of communication such as text, visuals, audio, and interactive digital tools, has garnered attention in English as a Foreign Language (EFL) education (Christian, 2024; Sewell, & Denton, 2011). This pedagogical approach aligns with the concept that human cognition is naturally multimodal, making it a particularly effective strategy for vocabulary acquisition and learner motivation (Kress, 2010). By utilizing digital interactive tools like Quizlet, Anki, Kahoot, and Wordwall, multimodal instruction offers dynamic and engaging ways to learn, particularly in specialized contexts like English for Specific Purposes (ESP), where learners must acquire domain-specific terminology to succeed in their respective fields (Rodríguez-Escobar et al., 2023; Zhang & Zou, 2021). Despite the growing interest in integrating technology in EFL contexts, research on the impact of multimodal instruction tailored to ESP vocabulary acquisition and learner motivation remains limited. Traditional vocabulary teaching methods, often reliant on rote memorization or static materials, fail to address the diverse needs of learners in specialized disciplines such as Science, Technology, Engineering, and Mathematics (STEM) (Belcher, 2006). Multimodal instruction, leveraging digital tools, has the potential to bridge this gap by providing interactive, contextualized, and multimodal exposure to vocabulary while enhancing learners' motivation. However, empirical studies examining its effectiveness in ESP contexts, particularly in fostering motivation and long-term retention of vocabulary, are scarce. This gap underscores the need for research focusing on innovative instructional strategies to enhance vocabulary acquisition and motivation in specialized EFL settings. The theoretical foundation