Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement

Abstract

This study investigates the effectiveness of e-learning in supporting language acquisition and academic performance among multilingual learners (MLs) in the digital age. As educational technology continues to evolve, e-learning platforms offer unique opportunities for personalised and accessible language instruction tailored to diverse linguistic backgrounds. It highlights the advantages of e-learning, including the accessibility of resources, personalised learning experiences, and the incorporation of multimedia elements that enhance engagement and comprehension. The study adopts descriptive design of the survey type. The sample size comprises 300 students and 50 teachers of English language randomly selected from five (5) grade A and five (5) grade B public and private junior secondary schools in Ekiti State, Southwest, Nigeria. The instrument used for the collection of data was a structured questionnaire titled “Questionnaire on Language Acquisition and Academic Performance among Multilingual Learners” (QLAAPMLL). The instrument was validated by experts. A reliability coefficient of 0.67 was obtained. The data collected were analysed using descriptive statistics. The result revealed a mean of 3.49 and a standard deviation of 1.37, the responses show that many students experience a sense of disconnection during online learning, valuing the social component of in-person interactions. The findings underscore the importance of inclusive and adaptive e-learning strategies that consider the unique needs of this diverse population in order to enhance their educational experiences in a rapidly changing digital landscape. It is therefore recommended that to support multilingual learners in the digital age, e-learning platforms should be inclusive, offering multilingual support and culturally relevant content.