Situated or multimodal technology-assisted language learning aims to immerse learners in authentic language settings, fostering individual social, cognitive, and affective experiences. Autonomous sensory meridian response (ASMR), a sensory stimulation phenomenon, has piqued recent academic interest in exploring its application in education. The ASMR videos which are characterized by effective multisensory stimuli and unique discourse and representation genre demonstrate the capability to trigger exciting physical sensations and positive emotions, including focus, relaxation, and overall well-being in a growing global population. The multimodal nature of ASMR videos aligns with critical attributes for foreign language acquisition, providing stimulation, engagement, immersion, contextuality, authenticity, and emotional resonance. The current study seeks to investigate the potential of ASMR videos to enhance the English as a Foreign Language (EFL) learning experience in the form of mixed-method research. First, a quasi-experimental ASMR video EFL learning study was developed to assess improvements in incidental general EFL proficiency intervention and instant gains of short-term vocabulary, listening, and pronunciation intervention among students at a Chinese university. Additionally, a focus group interview at the end was also conducted to gain qualitative insights into the learning experience. We hypothesize that ASMR videos offer an efficient and engaging alternative pathway for informal EFL learning, potentially adding perspectives to EFL pedagogy.

Authors:
Zhu Zhang, University of Derby, United Kingdom

About the Presenter(s)
Zhang Zhu is a current PhD student in University of Derby, UK and also a senior lecturer in Hunan University of Technology, China. Her general research area involves language education, language policy and planning, and multimodal discourse analysis.

Connect on ResearchGate
https://www.researchgate.net/profile/Zhu-Zhang-17

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