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

Michael Olayinka Irewole; Abegunde Ojo Kolawole; Arogundade Glory Oluwaseun; Festus Taiwo Solanke

doi:doi:10.11648/j.ijetl.20250304.12

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

Michael Olayinka Irewole^*

, Abegunde Ojo Kolawole, Arogundade Glory Oluwaseun

, Festus Taiwo Solanke

Published in International Journal of English Teaching and Learning (Volume 3, Issue 4)

Received: 19 November 2025 Accepted: 5 December 2025 Published: 30 December 2025

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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.

Published in	International Journal of English Teaching and Learning (Volume 3, Issue 4)
DOI	10.11648/j.ijetl.20250304.12
Page(s)	82-92
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Multilingual Learners, Digital Age, Effectiveness, Language Acquisition, Achievement

References

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[7]	Graham, C. R. (2017). Blended Learning Systems: Definition, Current Trends, and Future Directions. In Handbook of Blended Learning: Global Perspectives, Local Designs.
[8]	Irewole M. O. & Daramola, C. A, (2024) Digital Literacy: A Vital Tool for Effective Mastering of English Language in a Multilingual Classroom. BOUESTI Journal of Education, Ikere-Ekiti, Tetfund, Vol1: 1.
[9]	Kapp, K. M. (2013). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Wiley.
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[16]	Shao, Y., & Velasco, P. (2025). Career Long Scholarly Contributions to Exploring Multilingualism and Educating Teachers for Multilingual Classrooms. Journal of Multilingual Education Research, 13, 109-110. https://doi.org/10.5422/jmer.2024-2025.v13.109-110
[17]	UNESCO. (2020). “Global Education Monitoring Report 2020: Inclusion and Education: Means All”. Paris: UNESCO.
[18]	Van Dijk, J. A. G. M. (2020). The digital divide. Polity Press.
[19]	Warschauer, M., & Kern, R. (Eds.). (2000). Network-Based Language Teaching: Concepts and Practice. Cambridge University Press.
[20]	Zou, D., Huang, Y., & Xie, H. (2018). Digital Game-Based Learning of English as a Second Language: Effects of Contextualized Gaming and Feedback Types. Interactive Learning Environments, 26(3), 403-417.

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Irewole, M. O., Kolawole, A. O., Oluwaseun, A. G., Solanke, F. T. (2025). Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement. International Journal of English Teaching and Learning, 3(4), 82-92. https://doi.org/10.11648/j.ijetl.20250304.12

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ACS Style

Irewole, M. O.; Kolawole, A. O.; Oluwaseun, A. G.; Solanke, F. T. Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement. Int. J. Engl. Teach. Learn. 2025, 3(4), 82-92. doi: 10.11648/j.ijetl.20250304.12

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AMA Style

Irewole MO, Kolawole AO, Oluwaseun AG, Solanke FT. Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement. Int J Engl Teach Learn. 2025;3(4):82-92. doi: 10.11648/j.ijetl.20250304.12

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@article{10.11648/j.ijetl.20250304.12,
  author = {Michael Olayinka Irewole and Abegunde Ojo Kolawole and Arogundade Glory Oluwaseun and Festus Taiwo Solanke},
  title = {Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement},
  journal = {International Journal of English Teaching and Learning},
  volume = {3},
  number = {4},
  pages = {82-92},
  doi = {10.11648/j.ijetl.20250304.12},
  url = {https://doi.org/10.11648/j.ijetl.20250304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijetl.20250304.12},
  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.},
 year = {2025}
}

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TY  - JOUR
T1  - Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement
AU  - Michael Olayinka Irewole
AU  - Abegunde Ojo Kolawole
AU  - Arogundade Glory Oluwaseun
AU  - Festus Taiwo Solanke
Y1  - 2025/12/30
PY  - 2025
N1  - https://doi.org/10.11648/j.ijetl.20250304.12
DO  - 10.11648/j.ijetl.20250304.12
T2  - International Journal of English Teaching and Learning
JF  - International Journal of English Teaching and Learning
JO  - International Journal of English Teaching and Learning
SP  - 82
EP  - 92
PB  - Science Publishing Group
SN  - 2997-2566
UR  - https://doi.org/10.11648/j.ijetl.20250304.12
AB  - 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.
VL  - 3
IS  - 4
ER  -

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Author Information

Michael Olayinka Irewole

Department of Educational Foundation, Faculty of Education, Federal University, Oye-Ekiti, Nigeria

Contact Email

http://orcid.org/0009-0000-8533-7347
Abegunde Ojo Kolawole

Deparment of Languages Federal College of Education, Ilawe Ekiti, Nigeria

Contact Email
Arogundade Glory Oluwaseun

Department of Science Education, Faculty of Education, Federal University, Oye-Ekiti, Nigeria

Contact Email

http://orcid.org/0009-0004-3679-5471
Festus Taiwo Solanke

Department of Accounting, Faculty of Management Science, Federal University, Oye-Ekiti, Nigeria

Contact Email

http://orcid.org/0000-0002-6266-4588

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APA Style

Irewole, M. O., Kolawole, A. O., Oluwaseun, A. G., Solanke, F. T. (2025). Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement. International Journal of English Teaching and Learning, 3(4), 82-92. https://doi.org/10.11648/j.ijetl.20250304.12

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ACS Style

Irewole, M. O.; Kolawole, A. O.; Oluwaseun, A. G.; Solanke, F. T. Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement. Int. J. Engl. Teach. Learn. 2025, 3(4), 82-92. doi: 10.11648/j.ijetl.20250304.12

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AMA Style

Irewole MO, Kolawole AO, Oluwaseun AG, Solanke FT. Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement. Int J Engl Teach Learn. 2025;3(4):82-92. doi: 10.11648/j.ijetl.20250304.12

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@article{10.11648/j.ijetl.20250304.12,
  author = {Michael Olayinka Irewole and Abegunde Ojo Kolawole and Arogundade Glory Oluwaseun and Festus Taiwo Solanke},
  title = {Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement},
  journal = {International Journal of English Teaching and Learning},
  volume = {3},
  number = {4},
  pages = {82-92},
  doi = {10.11648/j.ijetl.20250304.12},
  url = {https://doi.org/10.11648/j.ijetl.20250304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijetl.20250304.12},
  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.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement
AU  - Michael Olayinka Irewole
AU  - Abegunde Ojo Kolawole
AU  - Arogundade Glory Oluwaseun
AU  - Festus Taiwo Solanke
Y1  - 2025/12/30
PY  - 2025
N1  - https://doi.org/10.11648/j.ijetl.20250304.12
DO  - 10.11648/j.ijetl.20250304.12
T2  - International Journal of English Teaching and Learning
JF  - International Journal of English Teaching and Learning
JO  - International Journal of English Teaching and Learning
SP  - 82
EP  - 92
PB  - Science Publishing Group
SN  - 2997-2566
UR  - https://doi.org/10.11648/j.ijetl.20250304.12
AB  - 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.
VL  - 3
IS  - 4
ER  -

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