Abstract

In alignment with Taiwan’s “Bilingual 2030” policy, this action research study investigates the efficacy of Technological Pedagogical Content Knowledge (TPACK)-informed multimodal distance instruction in remote, predominantly indigenous elementary schools. While distance education offers a pathway to narrow the urban–rural achievement gap, geographical isolation and the digital divide present significant pedagogical barriers. This study employed a quantitative-dominant practitioner inquiry involving 85 elementary students (N=85) across two instructional cycles, prioritizing longitudinal performance data and gamified learning analytics to evaluate instructional efficacy. Cycle 1 utilized synchronous visual-textual, while Cycle 2 transitioned to asynchronous multimodal tasks to mitigate “digital latency” and reduce Foreign Language Anxiety (FLA). Data were aggregated from three quantitative streams: standardized academic assessments, gamified “Fast-Test” performance analytics, and rubric-based scoring of student digital artifacts. The findings reveal a “diverging trend” in learner performance: while traditional vocabulary and reading comprehension scores experienced a decline due to the increased linguistic complexity of the curriculum, the gamified multimodal intervention yielded a notable gain of 4.70 points. These results suggest that multimodal scaffolding—integrating visual, phonological, and gamified elements—creates a “performance floor” that sustains learner engagement and resilience despite escalating academic challenges. This study concludes that the success of remote EFL instruction is contingent upon the teacher’s ability to fluidly pivot between instructional modes within the TPACK framework. The research offers a foundational model for promoting equitable EFL distance education in under-resourced and linguistically diverse contexts.

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