Exploring the Relationship between Multimedia-Integrated Learning on Mandarin Language Achievement in a Malaysian University

Abstract

This study investigates the relationships between multimedia-integrated teaching strategies, students’ use of multimedia-based learning approaches, and lecturers’ roles in multimedia use with students’ achievement in Mandarin language learning. Using a quantitative survey method, data were collected from 185 non-native Mandarin-speaking undergraduates in a Malaysian university. The study employed Partial Least Squares Structural Equation Modelling (PLS-SEM) and Importance-Performance Matrix Analysis (IPMA) to analyze the relationships between the variables. Findings revealed that students’ multimedia-based learning approaches significantly predicted achievement in Mandarin, while teaching strategies and lecturers’ roles showed no direct influence. The results highlight the role of learner autonomy and active engagement in multimedia environments for second language acquisition. The study recommends a pedagogical shift toward student-centered learning, enhanced digital literacy training, and more structured integration of multimedia tools in language classroom. It also suggests that future efforts should focus not only on how lecturers teach, but also on how students are guided to use multimedia tools independently in their learning.