DOI: https://doi.org/10.63345/ijrhs.net.v13.i5.3
Ritika Menon
Independent Researcher
Kerala, India
Abstract
This study investigates the differential outcomes of online learning when delivered in English versus regional languages within multilingual education settings. Drawing upon data from a mixed-methods design combining surveys, learning analytics, and focus group interviews among 600 undergraduate students across five Indian states, the research examines learner engagement, comprehension, academic performance, and satisfaction. Quantitative analyses reveal statistically significant advantages in comprehension and performance when courses are delivered in learners’ regional languages, while English-medium instruction shows higher levels of self-reported motivation among students aiming for global career prospects. Qualitative insights underscore the importance of cultural relevance, cognitive load, and linguistic confidence. The findings suggest that tailoring online learning content to regional languages enhances inclusivity and learning efficacy, though strategic use of English remains essential for skill development in international contexts.
Keywords
online learning, English-medium instruction, regional-language instruction, learner outcomes, multilingual education
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