Unleashing potential: Multimedia learning and Education 4.0 in learning Professional English Communication

Abstract

English is globally recognized as the dominant language for communication, playing a vital role in various fields. With the increasing interconnectivity and automation of the 21st century, the demand for professional English communication skills has risen worldwide. Multimedia learning has become crucial for engaging and motivating learners, aligning with Education 4.0 principles. This study explores the potential of the Education 4.0 tool ELSA (English Language Speech Assistance) app, which utilizes AI and speech recognition to enhance professional English communication skills among Business school students. The research utilized a cross-sectional survey approach with purposive sampling targeting Business school students, with 206 participants. Over a four-week intervention period, the students were guided to explore the ELSA application as per the study plan. After the intervention, the students’ perceptions were gathered and analyzed using the statistical tool SPSS version 21. The study’s novelty lies in combining multimedia learning with the Education 4.0 tool ELSA to enhance Professional English Communication skills. Results indicate that multimedia learning and ELSA significantly improve communication skills, motivation, engagement and learning outcomes. Further research is needed to address limitations and expand these findings.

Keywords:

• multimedia learning
• Education 4.0
• ELSA
• Professional English Communication
• self-based learning
• communication skills

1. Introduction

In recent years, Multimedia Learning has become an increasingly popular method for educational and research purposes. With the rise of digital technologies and the internet, multimedia has become essential for disseminating information and engaging learners in various fields. Multimedia Learning combines different media formats like text, images, audio, and video to create a rich and engaging learning experience. Multimedia Learning offers several advantages over traditional teaching methods. It can provide learners access to a wealth of information and resources that are not available through conventional methods. Multimedia Learning can also be tailored to each learner’s individual needs and learning styles, making it a more accessible and practical approach to learning. This can lead to increased engagement, motivation, and achievement, as learners are more likely to retain information when it is presented in a way that is visually and emotionally appealing.

Education 4.0 is a new educational approach that focuses on preparing learners for the digital age, and its primary aim is to revolutionize the future of education by leveraging advanced technology and automation. Education 4.0 is a new paradigm in education that reflects the rapid changes and technological advancements of the Fourth Industrial Revolution (Industry 4.0). It represents a shift away from traditional models of education towards a more personalized, flexible, and technology-enhanced approach. Education 4.0 integrates advanced technologies, such as Artificial Intelligence (AI), big data, Internet of Things (IoT) and Augmented Reality (AR), into learning. These technologies can facilitate the development of new teaching methods and pedagogies that can better meet the needs of learners in the digital age. The COVID-19 pandemic has significantly impacted the educational landscape, compelling instructors to depend on technology for virtual instruction. The integration of Education 4.0 has the potential to enhance learning and teaching, facilitating the education sector’s evolution to the advantage of both students and teachers. Educators’ time on administrative tasks can be significantly reduced by applying Education 4.0 for learning education and automating activities like grading and assessments (Amerstorfer, 2018; Narke, 2021).

By automating administrative tasks, teachers can dedicate more time to their students to enhance the learning experience (Ranjan et al., 2021). Integrating artificial intelligence and machine learning into education can facilitate the adaptation of learning and enable students to stay current with the latest developments. This emphasizes equipping students with the skills necessary to confront and resolve challenges. Traditional educational models must be reassessed from a forward-looking perspective to stay pertinent. Students must be empowered to acquire the skills necessary to keep up with rapidly evolving technology, and they should receive mentorship rather than mere instruction. Information should be presented as a resource rather than enforced upon them. Comprehensive and vocational education should strive to equip students with the abilities they need to thrive in the job market. The objective of utilizing Education 4.0 in the realm of education is not to substitute instructors but rather to support them in comprehending each student’s potential and limitations more effectively. Integrating technology into the curriculum, modifying the learning process and utilizing technology can enhance the learning progress. In the classroom, teachers can utilize Education 4.0 tools to enhance the quality of instruction provided to students and make the learning experience more engaging and exciting. Using well-crafted Education 4.0 tools allows teachers and students to benefit from technological advances that can enhance new educational methods. Implementing AI-powered tools enables teachers to improve students’ academic performance and strengthen their critical thinking abilities. Immediate feedback is advantageous for students as it allows them to pinpoint their weaknesses and take steps to improve their learning. Education 4.0 have the potential to make learning universally accessible for all students, regardless of geographical location, by employing a universal language.

ELSA (English Language Speech Assistant) is one of the applications and adopts Education 4.0 for enhancing language skills. ELSA is designed as a fun way of teaching English pronunciation with the help of AI. ELSA’s artificial intelligence technology was developed using voice data of English-speaking people with various accents. This allows ELSA to recognize the speech patterns of L2 speakers, setting it apart from most other voice recognition technologies. ELSA for business allows the students to enhance the students’ Professional English Communication skills among Business school students. According to the reviews, ELSA is listed in the top five Apps (2023) for enhancing communication skills worldwide (Dhivya et al., 2023).

English is widely acknowledged as a globally renowned language, making it a predominant language in business. Knowing English can be beneficial in many ways, whether you want to advance professionally or just for personal enjoyment. The advent of the internet has opened up numerous avenues for exploring fresh opportunities and expanding one’s knowledge of Professional English Communication. Professional English is the language utilized in diverse professional domains like business, academia, law, medicine, engineering and more. It involves using specialized vocabulary, jargon and technical terms relevant to a particular profession or industry. Utilizing professional English demands expertise in the specialized jargon of the respective profession and the broader English language. Within the realm of Professional English, Business English holds particular significance as it caters to the unique requirements of business school students and professionals, enabling them to communicate in business and commerce domains effectively. It is often referred to as the international language of business, which is becoming increasingly accurate as international trade expands and more countries interact (Marchman et al., 2017). To secure a position in a top multinational company, a certain level of English proficiency is often required, which is why more and more people are learning English. Even if you already have a basic understanding of English, acquiring knowledge of Professional English can help you master professional terminology and possibly lead to new career prospects (Narke, 2021). Learning Professional English enables learners to enhance their language proficiency, specifically in terms of communication in an office or other corporate setting (Thavabalan et al., 2020). As you become familiar with the communication demands of the workplace, you can gain the self-assurance to establish robust relationships with your co-workers and customers. Mastering Professional English Communication is crucial for advancing anyone’s career (Crowther et al., 2015). Improving the professional business vocabulary and knowledge will help anyone to work more effectively and open new career opportunities.

In this research, the researchers will explore the potential of combining Multimedia Learning by adopting the Education 4.0 tool, ELSA, to enhance Professional English Communication. It examines the benefits of incorporating technology into language education and discusses how Education 4.0 tools can be effectively utilized to improve communication skills in a professional context.

2. Review of literature

2.1. Multimedia learning and teaching

Multimedia Learning entails the utilization of diverse media forms, including images, videos, audio, text, and graphics, to enrich the educational process. This approach finds application in various contexts, spanning in-person classrooms, online courses, and self-directed learning environments (Mayer, 2014). Multimedia can provide multiple forms of information that can be processed by different brain parts, leading to better retention and recall of information. Various forms of Multimedia Learning comprise visual learning through images and videos, auditory education involving sound and music, and kinesthetic learning involving hands-on activities and simulations (Alobaid, 2020). Multimedia Learning includes interactive e-books, online tutorials, educational videos, and multimedia presentations (Srivani & Hariharasudan, 2023). Many educational apps and games also incorporate multimedia elements to create engaging and interactive learning experiences. Many studies show that learning a language with the help of multimedia tools gains more advantages (Ziegler et al., 2017). Audio and videos assist students in understanding the concepts well. Multimedia provides many learning tools using technology and gives language learners insight into improving their communication skills. Therefore, it is necessary to look into the relevant theories for learning through multimedia. Cognitive skill is vital for adopting effective learning using technology (Eady & Lockyer, 2013). Cognitive skills are the core skills that the brain uses to think, read, learn, remember, reason and pay attention. Working together, they take incoming information and move it into the bank of the student’s knowledge (Srivani et al., 2022). Many studies show positive results in Multimedia Learning by adopting pictures, audio and videos than words (Mayer, 2014). Different pedagogy methods are used for enhancing students’ communication skills, and the study also listed the number of digital tools used for enhancing the student’s communication skills (Abdulrahaman et al., 2020). Another study points out that multimedia technology and learning are adopted for many educational purposes for enhancing skills. Teachers need to be refurbished with the skills to implement the technology better. Thus, adopting proper ICT tool transform teacher-centred, student centre-learning into co-learners (Coleman et al., 2016).

2.2. Education 4.0

Education 4.0 supports the system in which students can learn from the multimedia platform using current technology. Education 4.0 is an innovative and technology-driven approach to education that seeks to provide students with a more personalized and interactive learning experience. It is characterized by the integration of emerging technologies, such as artificial intelligence (AI), virtual and augmented reality (VR/AR), and the Internet of Things (IoT), into the traditional educational system (Haderer & Ciolacu, 2022a).

It represents a transformative approach to learning that harnesses the power of technology and innovation to reshape traditional education (Haderer & Ciolacu, 2022a). Students in this era benefit from personalized learning experiences tailored to their needs and interests, while collaborative environments foster cross-cultural communication and teamwork (Gajek et al., 2022). Emphasizing critical thinking and problem-solving skills, Education 4.0 ensures students are well-equipped to navigate the complexities of the modern world. Unlike in-person and online learning, this model offers flexibility and accessibility to educational resources (Goldin et al., 2022). Technological fluency is a key focus, enabling students to leverage digital tools effectively. With a global perspective and continuous assessment, Education 4.0 prepares students to become responsible global citizens who thrive in a rapidly changing job market, as curricula align with industry needs (Srivani & Hariharasudan, 2020). Moreover, immersive technologies, such as virtual reality and augmented reality, offer lifelike simulations, enriching the learning experience. All in all, Education 4.0 stands as an exciting paradigm shift, empowering learners to acquire knowledge, skills, and attitudes that drive lifelong learning and success in the 21st century (Oliveira & Saraiva, 2023).

Incorporating Education 4.0 in higher education gains leverage students to enhance their knowledge. Education 4.0 adopts competency-based education, and it depends mainly on the knowledge skills of the learners. The four main components of Education 4.0 are competency, learning methods, information and communication technology and infrastructure (Miranda et al., 2021).

• Academic institutions and organizations have defined competencies that must be promoted: critical thinking, collaboration, communication and creativity.

• Learning methods, such as task-based methods, must be followed. New learning methods, activities and tools emerged from training should develop the competencies.

• Many technologies, such as Virtual Reality (VR) platforms, flipped classrooms, etc., must be incorporated.

• Universities and institutions must adopt the necessary facilities for implementing Education 4.0 among students. This will enhance the student’s knowledge as well as better career opportunities.

In addition, Education 4.0 allows students to learn according to their personal choice and receive a customized learning experience (Qureshi et al., 2021). However, experts are required to take them to the next level. Hence, teachers must be enriched with current knowledge and well-versed in technology to implement Education 4.0 (Wallner & Wagner, 2016). This will enhance the creative teaching ability of the teachers. By providing comprehensive and up-to-date training in Education 4.0, teachers can better adapt their teaching methodologies to the rapidly evolving educational landscape (Aydın & Uştuk, 2020). This approach will enable them to effectively leverage modern technologies and innovative teaching tools to engage students and foster a deeper understanding of complex subjects. Moreover, investing in teacher training for Education 4.0 will empower educators to confidently navigate digital platforms and integrate cutting-edge resources into their lesson plans (Pastore et al., 2019). This, in turn, will create a more dynamic and interactive learning environment, catering to the diverse needs of today’s tech-savvy students.

Furthermore, strengthening teachers’ performance ability through specialized training will result in a higher quality of education, preparing students to thrive in an increasingly globalized and technology-driven world (Zoghbor, 2018). It is a strategic step towards equipping educators and learners with the skills and knowledge required to excel in the educational landscape of the future (Matsumoto-Royo & Ramírez-Montoya, 2021). Teachers also design a comprehensive teaching capacity-building program that links training with career development (Haderer & Ciolacu, 2022a). Overall, Education 4.0 represents a significant shift in how we think about education, as it seeks to leverage the power of technology to create a more engaging, interactive, and practical learning experience for students.

2.3. ELSA (English Language Speech Assistance)

ELSA is an application that supports Education 4.0 and helps to enhance learners’ communication skills. It is an AI-powered mobile application that allows users to improve their English pronunciation and speaking skills. The app uses speech recognition technology to analyze users’ pronunciation and provides feedback and suggestions for improvement. ELSA has a database of over 4,000 commonly pronounced English words and phrases, and it offers personalized lessons based on users’ individual needs and goals. The app is available for download on both iOS and Android devices. ELSA is in the top five Apps (2023) for learning English (Pikhart, 2021). ELSA will help the learners pronounce the word, phrase and sentence ideally by giving the learner a score for their pronunciation. Many studies have proved that learners’ communication skills have developed with the help of the ELSA application (Francisco, 2021). Moreover, ELSA teaches lessons in a fun way and allows the learners to connect by collaborating with fellow students all over the world (Pikhart, 2020a). Study sets in ELSA help to enhance the learner’s LSRW skills for learning Professional English Communication. ELSA for business allows the learners to learn the vocabulary related to the business environment and make them communicate fluently. The study points out that the learner’s fluency, grammar, vocabulary and comprehensibility are enhanced drastically with the help of the Education 4.0 application ELSA (Kholis, 2021).

2.4. Professional English Communication among the business school students

In the contemporary business landscape, confidence and robust communication skills are essential (Veda & Veda, 2019). In this globalized era, English stands as the paramount language, bridging communication gaps worldwide and facilitating seamless corporate interactions (Thavabalan et al., 2021). Companies must prioritize hiring individuals with exceptional abilities, particularly in understanding and mastering English, to achieve their goals of participating in the international business world and effectively utilizing human resources (Pikhart, 2020b). However, Professional English is a subset of English that concentrates on the language commonly employed in the corporate environment (Carrió-Pastor & Skorczynska, 2015). It is a part of the skill set for entering into the international business community. Effective communication in Professional English is crucial for success in today’s globalized business world, as it allows individuals and organizations to communicate effectively with partners, clients and colleagues from different linguistic and cultural backgrounds (Dina & Ciornei, 2015). L2 English speakers see the importance of studying Professional English to improve their professional success. Professional English aims to enhance your ability to communicate effectively and facilitate clear and concise communication with English-speaking countries or organisations in a workplace or professional setting (Bhatia & Bremner, 2012). Due to the pandemic, many organizations relayed on the internet to enhance their business performance. Hence, knowledge of business vocabulary is mandatory for anyone entering the job market (Rafafie, 2021). By improving language skills, the employee can confidently present themself more professionally. Therefore, universities need to enhance students’ language skills to prepare them for the workforce (Krepel et al., 2021). Teachers must adopt new techniques and conduct activities to improve the learners’ language skills. Collaborative learning flipped classrooms, Paired Associate Learning (PAL), and many such teaching techniques were used to enhance their Professional English Communication skills (Krepel et al., 2021). As per the viewpoint of management faculties in India, improving Professional English Communication skills is considered crucial for securing indispensable job opportunities. Nevertheless, the necessary competencies in management schools seem to be diverging from the required learning skills. Therefore, universities must ensure the student’s skills before entering the job market, and implementing a curriculum incorporating technology will make the students learn the necessary skills.

This study aims to examine the impact of Education 4.0 on the development of Professional English Communication skills among Business school students through the use of the ELSA application. Specifically, the study aims to evaluate the effectiveness of the ELSA application as a tool for improving Professional English Communication skills and to investigate how Multimedia Learning and Education 4.0 technologies can be used to enhance language learning outcomes. A cross-sectional survey was administered to students, and the resulting data were analyzed using IBM SPSS Statistics version 21. The Business School students of Tamil Nadu, India’s southern region, were selected based on the purposive sampling technique. The collected data were analysed using descriptive statistics.

3. Statement of the problem

In today’s globalized world, effective communication in English has become an essential skill for professionals. However, traditional English language teaching methods may not adequately prepare students for modern workplace demands. The emergence of Education 4.0 and its related tool, such as ELSA (English Language Speech Assistant), presents an opportunity to enhance Professional English Communication through Multimedia Learning. However, the effectiveness of combining Multimedia Learning and Education 4.0 tools like ELSA in improving Professional English Communication remains unclear. Although Multimedia Learning and Education 4.0 tools have been shown to enhance language learning outcomes, little research has examined the effectiveness of using these variables to improve Professional English Communication skills. Therefore, this research aims to investigate the efficacy of the Multimedia Learning and Education 4.0 tool, specifically ELSA, in enhancing Professional English Communication skills among Business school students. The study will explore the following research questions:

• To what extent does the effectiveness of Education 4.0, specifically ELSA, help improve Professional English Communication skills?

• What are the impacts of combining Multimedia Learning and Education 4.0 tool, specifically ELSA, for Professional English Communication?

• What are Business school students’ perceptions towards using Multimedia Learning and Education 4.0 tools, specifically ELSA, for Professional English Communication?

By addressing these research questions, this study aims to provide insights into the potential of combining Multimedia Learning and Education 4.0 tools like ELSA to enhance Professional English Communication among Business school students. In this way, the researchers propose a conceptual framework that provides a systematic way of understanding, interpreting, and analyzing the present study. Considering this, Figure 1 portrays the conceptual framework and significance of the study.

Figure 1. Conceptual framework.

Source: Designed by the authors based on the proposed study.

4. Methodology

The study employed a robust quantitative method, specifically the cross-sectional survey design, which is a valuable tool for investigating the prevalence and correlation of a phenomenon within a specific population (Wang & Cheng, 2020). By adopting this design, the researchers aimed to gain valuable insights into a targeted population or group. To achieve this, the researchers utilized a purposive sampling technique, which involves deliberately selecting participants with specific characteristics or attributes relevant to the study’s objectives. In this case, the researchers chose Business school students as the participants for the study. The research process involved several vital steps. First, the students were given clear instructions about the research and their involvement in it. Following this, a four-week intervention was conducted, during which the students were asked to adhere to a prescribed study plan. After the intervention, data were collected based on the student’s perceptions. These data were then analysed using descriptive statistics through the statistical tool SPSS Version 21. Descriptive statistics offer a way to summarize and present the collected data meaningfully and clearly, allowing the researchers to draw important conclusions from the study. The research framework, as shown in Figure 2, visually illustrated the technique and approach used throughout the study. This facilitated the understanding of the methodology and ensured transparency in the research.

Figure 2. Research framework.

Figure 3 shows the schematic diagram of the research process for implementing the research techniques. Issues were identified in the first phase, and a literature review was done to identify the research gap. In the second phase, the research preparation was started for adopting a cross-sectional survey design with a purposive sampling technique, and participants were selected based on that. Invitation for the participants was sent out. The researchers also curated the study plan, and a self-made questionnaire was developed using 5 points Likert scale for collecting the data. The third phase is the intervention period. The selected participants are connected through the WhatsApp group to give instructions, and the participants are asked to download the ELSA Application. The proficiency test was carried out using ELSA Application, and the curated study plan was executed for four weeks during January 2023. In the fourth phase, the data collection was started. After the intervention, the questionnaire was circulated through the WhatsApp group in google forms. The researchers administered data collection. In the fifth interpretation phase, the collected data were analyzed with the help of the IBM SPSS statistical tool version 21. The values were evaluated using descriptive statistics. The research process is shown in the following schematic diagram.

Figure 3. Schematic diagram of the research process.

Source: Formulated by the authors based on the proposed study.

4.1. Participants

Before conducting the study, consent for the research was given to the Business school in the region of south Tamil Nadu, and the invitation was circulated among the students. Regarding confidentiality and anonymity, the current study published the data only in summary form. The Business school student population was selected based on a purposive sampling technique to ensure the study’s validity and generalizability. The selection criteria also included students who were currently enrolled in a Business school program, regardless of their year of study. The selection criteria also considered the students’ willingness to participate in the study and their ability to answer the survey questions honestly and accurately. By selecting a diverse and representative sample of Business school students, this study aims to provide valuable insights into the attitudes and perceptions of Business school students towards Professional English Communication. The current study involved the participation of Business school students who were classified as intermediate learners as they have studied the English language for 15 years. Totally 206 students participated in the current study, and to facilitate the study, a WhatsApp group was created to provide instructions to the participants. A questionnaire also collected demographic details such as gender, age, region, mother tongue and designation. Additionally, the students’ proficiency levels were assessed using AI technology through the ELSA language proficiency test in the initial stages of the research.

4.2. Instruments

The self-developed questionnaire was used in the study for collecting the data after the intervention. The questionnaire collected the data with a 5-point Likert scale such as 1-Strongly disagree, 2-Disagree, 3-Neutral, 4-Agree and 5-Strongly agree. The questionnaire was designed in Google Forms and circulated in the WhatsApp group. All the questions of the questionnaire are set to mandatory for submitting the forms. The questions were distributed depending on the variables, and 15 questions were asked. The content validation of the questionnaire was validated with the help of experts in the field, such as Business school language educators. Table 1 and 2 shows the questionnaire’s reliability was found in SPSS, and Cronbach’s Alpha value is 0.966.

Table 1. Case summary Processing

		N	%
Cases	Valid	206	100.0
	Excluded^a	0	.0
	Total	206	100.0

Source: Values are given based on the collected data.

Table 2. Reliability Statistics

Cronbach’s Alpha	N of Items
.966	15

Source: Values are given based on the collected data.

4.3. Procedure

After the invitation, the participants were instructed about Professional English Communication, Multimedia Learning, Education 4.0 and using the ELSA application. Later a demonstration of ELSA was carried out, and they were asked to download the application. Additionally, a WhatsApp group was created for giving instructions. All the participants were added to the WhatsApp group. The proficiency of the participants was taken in the ELSA app. As the participants are from the intermediate level, a separate group was created in the ELSA app to make the participants interact and clarify their doubts. Researchers are also part of this group to check their progress and score, which is AI-generated in the ELSA application. Education 4.0 supports self-based learning so that participants can use the application anytime. Following this, the researcher gave instructions to the participants according to the study plan (Table 3) curated by the researchers with the help of ELSA. ELSA application was used 20 minutes per day during their academic hours in the self-developmental classes as part of their curriculum. The intervention was planned and executed for nearly four weeks. After the intervention period, the student’s perception of Multimedia Learning using the Education 4.0 tool ELSA for enhancing Professional English Communication skills was taken with the help of a 5-point Likert Scale questionnaire, and the questionnaire results were analyzed with the help of IBM statistical tool SPSS version 21. Descriptive statistics were used to analyze the data.

Table 3. A road map of the study: Detailed study Plan

Weeks	Portions
First	Basic Professional Vocabulary, Study Sets and Usage of Grammar
Second	Introductory Lessons, Common Communication Lessons and Vacation Lessons
Third	Creating Study Sets and Conversational Practices based on the Work and Education Field
Fourth	Lessons related to Career and Business Environment and Collaborating with Colleagues

Source: Designed by the authors for the proposed study.

5. Result and finding

Descriptive statistics are used to analyse, summarise and present the findings related to a data set derived from a sample or entire population. Table 4 shows the frequency and percentage of the participants’ gender. Totally 206 students participated in the current study, out of which Male = 115 (55.8%) and Female = 91 (44.2%). All fields were set as mandatory, so no errors were generated; hence, the total valid percentage = 100.

Table 4. Distribution of participants based on gender

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Male	115	55.8	55.8	55.8
	Female	91	44.2	44.2	1.0
	Total	206	1.0	1.0

Source: Values are given based on the collected data.

Table 5 shows the frequency and percentage of the participants’ age. The participants aged between 20–22 are 73 (35.4 %), and people aged above 23 are 113 (35 %), and no errors are generated; hence the total valid percentage = 100.

Table 5. Frequency and percentage of participants based on age

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	20–22	73	35.4	35.4	35.4
	above 23	133	64.6	64.6	1.0
	Total	206	1.0	1.0

Source: Values are given based on the collected data.

Table 6 shows the frequency and percentage of the participant’s region. Out of 206 participants, 81 (39.3%) participants are from Urban regions, and 125 (60.7 %) participants are from Rural regions, and no errors are generated; hence, the total valid percentage = 100.

Table 6. Distribution of participants based on region

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Urban	81	39.3	39.3	39.3
	Rural	125	6.7	6.7	1.0
	Total	206	1.0	1.0

Source: Values are given based on the collected data.

Table 7 shows the frequency and percentage of the participant’s mother tongue. Out of 206 participants who have Tamil as a mother tongue = 109 (52.9 %), Telugu as a mother tongue = 68 (33.0 %), and other mother tongue people = 29 (14.1 %), and no errors are generated; hence, a total valid percentage = 100.

Table 7. Frequency and percentage of participants based on mother tongue

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Tamil	109	52.9	52.9	52.9
	Telugu	68	33.0	33.0	85.9
	others	29	14.1	14.1	1.0
	Total	206	1.0	1.0

Source: Values are given based on the collected data.

Table 8 shows the frequency and percentage of the participant’s designation. Out of 206 Business school students, 135 (65.5 %) are from UG, and 71 (34.5 %) are from PG. No errors are generated; hence, the total valid percentage = 100.

Table 8. Distribution of students designation

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	UG	135	65.5	65.5	65.5
	PG	71	34.5	34.5	1.0
	Total	206	1.0	1.0

Source: Values are given based on the collected data.

Table 9 shows the Pearson correlation coefficient value for 206 students. 95 % confidence level was set to determine the correlation value. Two-tailed significance Sig. (2-tailed) was used for finding out the significance value. Table 9 shows that the significant value p = 0.000 for all the questions indicating the questionnaire is statistically significant. The Pearson correlation of r is greater than 0.5 for all the questions and shows that the questionnaire is strongly correlated with each other.

Table 9. Correlation of the questionnaire

		Q1	Q2	Q3	Q4	Q5	Q6	Q7	Q8	Q9	Q10	Q11	Q12	Q13	Q14	Q15	Total
Q1	Pearson Correlation	1	.681**	.650**	.560**	.551**	.641**	.567**	.537**	.569**	.575**	.637**	.623**	.559**	.572**	.562**	.754**
	Sig. (2-tailed)		.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000
Q2	Pearson Correlation	.681**	1	.648**	.635**	.655**	.628**	.634**	.575**	.671**	.610**	.647**	.633**	.690**	.693**	.668**	.815**
	Sig. (2-tailed)	.000		.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000
Q3	Pearson Correlation	.650**	.648**	1	.642**	.600**	.768**	.691**	.619**	.635**	.634**	.602**	.704**	.614**	.594**	.692**	.816**
	Sig. (2-tailed)	.000	.000		.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000
Q4	Pearson Correlation	.560**	.635**	.642**	1	.763**	.633**	.627**	.649**	.587**	.562**	.620**	.678**	.647**	.645**	.616**	.799**
	Sig. (2-tailed)	.000	.000	.000		.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000
Q5	Pearson Correlation	.551**	.655**	.600**	.763**	1	.662**	.689**	.662**	.619**	.577**	.674**	.628**	.693**	.677**	.663**	.821**
	Sig. (2-tailed)	.000	.000	.000	.000		.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000
Q6	Pearson Correlation	.641**	.628**	.768**	.633**	.662**	1	.735**	.683**	.634**	.675**	.648**	.679**	.659**	.600**	.645**	.833**
	Sig. (2-tailed)	.000	.000	.000	.000	.000		.000	.000	.000	.000	.000	.000	.000	.000	.000	.000
Q7	Pearson Correlation	.567**	.634**	.691**	.627**	.689**	.735**	1	.711**	.699**	.631**	.673**	.634**	.664**	.621**	.625**	.826**
	Sig. (2-tailed)	.000	.000	.000	.000	.000	.000		.000	.000	.000	.000	.000	.000	.000	.000	.000
Q8	Pearson Correlation	.537**	.575**	.619**	.649**	.662**	.683**	.711**	1	.741**	.733**	.659**	.672**	.676**	.632**	.683**	.827**
	Sig. (2-tailed)	.000	.000	.000	.000	.000	.000	.000		.000	.000	.000	.000	.000	.000	.000	.000
Q9	Pearson Correlation	.569**	.671**	.635**	.587**	.619**	.634**	.699**	.741**	1	.797**	.715**	.676**	.702**	.656**	.702**	.840**
	Sig. (2-tailed)	.000	.000	.000	.000	.000	.000	.000	.000		.000	.000	.000	.000	.000	.000	.000
Q10	Pearson Correlation	.575**	.610**	.634**	.562**	.577**	.675**	.631**	.733**	.797**	1	.704**	.726**	.654**	.599**	.642**	.817**
	Sig. (2-tailed)	.000	.000	.000	.000	.000	.000	.000	.000	.000		.000	.000	.000	.000	.000	.000
Q11	Pearson Correlation	.637**	.647**	.602**	.620**	.674**	.648**	.673**	.659**	.715**	.704**	1	.694**	.771**	.678**	.695**	.843**
	Sig. (2-tailed)	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000		.000	.000	.000	.000	.000
Q12	Pearson Correlation	.623**	.633**	.704**	.678**	.628**	.679**	.634**	.672**	.676**	.726**	.694**	1	.703**	.660**	.735**	.843**
	Sig. (2-tailed)	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000		.000	.000	.000	.000
Q13	Pearson Correlation	.559**	.690**	.614**	.647**	.693**	.659**	.664**	.676**	.702**	.654**	.771**	.703**	1	.767**	.757**	.854**
	Sig. (2-tailed)	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000		.000	.000	.000
Q14	Pearson Correlation	.572**	.693**	.594**	.645**	.677**	.600**	.621**	.632**	.656**	.599**	.678**	.660**	.767**	1	.792**	.824**
	Sig. (2-tailed)	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000		.000	.000
Q15	Pearson Correlation	.562**	.668**	.692**	.616**	.663**	.645**	.625**	.683**	.702**	.642**	.695**	.735**	.757**	.792**	1	.846**
	Sig. (2-tailed)	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000		.000
Total	Pearson Correlation	.754**	.815**	.816**	.799**	.821**	.833**	.826**	.827**	.840**	.817**	.843**	.843**	.854**	.824**	.846**	1
	Sig. (2-tailed)	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000	.000

Source: Values are given based on the collected data.Notes:**. Correlation is significant at the 0.01 level (2tailed).b. Listwise N=206

Table 10 shows the descriptive statistics of the total participants and their mean value for each question. Q1 to Q15 show the questions for validating the research, and the N column indicates the number of students who participated in the current study. The Range column depicts the range value between the maximum and minimum value of the Likert scale for all the questions and shows the range value is 4 for all the questions. The Minimum column shows each question’s minimum Likert scale value out of 5 and shows that participants responded with the least value of 1 for all the questions. The Maximum column shows the maximum Likert scale value out of 5 for each question and shows that participants responded with a maximum value of 5 for all the questions. The mean column shows the mean value of each question and depicts the least mean value as 3.19 and the highest mean value as 3.55 and Std. Deviation shows the standard deviation for each question, and all values are higher than 1. The variance column shows the value of the participants’ variability, and the value ranges from 1.362–1.878.

Table 10. Descriptive statistics of the proposed study

	N	Range	Minimum	Maximum	Mean	Std. Deviation	Variance
Q1	206	4	1	5	3.55	1.370	1.878
Q2	206	4	1	5	3.47	1.240	1.538
Q3	206	4	1	5	3.22	1.241	1.540
Q4	206	4	1	5	3.31	1.272	1.618
Q5	206	4	1	5	3.24	1.357	1.841
Q6	206	4	1	5	3.34	1.246	1.552
Q7	206	4	1	5	3.38	1.254	1.573
Q8	206	4	1	5	3.19	1.246	1.552
Q9	206	4	1	5	3.31	1.218	1.483
Q10	206	4	1	5	3.31	1.233	1.521
Q11	206	4	1	5	3.49	1.233	1.519
Q12	206	4	1	5	3.39	1.167	1.362
Q13	206	4	1	5	3.48	1.268	1.607
Q14	206	4	1	5	3.38	1.262	1.593
Q15	206	4	1	5	3.33	1.204	1.450
Valid N (listwise)	206

Source: Values are given based on the collected data.

Table 11 shows the total percentage value of each question based on the Likert scale value. Out of the 5-point Likert scale, the highest value of 5 is for strongly agree, 4 is for agree, 3 is for neutral, 2 is for disagree, and 1 is for strongly disagree. From Table 11, it is found that many participants where strongly agreed with the current study.

Table 11. Aggregated percentage value of the questionnaire

Questions	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
QI	13.6 %	10.7%	12.1 %	34 %	29.6 %
Q2	9.2%	13.6 %	20.9 %	33.5 %	22.8 %
Q3	12.6 %	14.1 %	27.7 %	29.6 %	16%
Q4	12.1 %	14.6 %	22.8 %	31.6 %	18.9 %
Q5	16%	12.6 %	24.8 %	24.8 %	21.8 %
Q6	11.2 %	13.1 %	25.7 %	30.6 %	19.4 %
Q7	9.7%	16%	22.3 %	30.6 %	21.4 %
Q8	12.1 %	17 %	26.2 %	28.6 %	16%
Q9	12.1 %	11.2 %	25.7 %	35.4 %	15.5 %
Q10	10.7%	16%	22.3 %	34%	17 %
Q11	10.2 %	10.7 %	21.4 %	35.9 %	21.8 %
Q12	8.7%	13.6 %	23.3 %	38.3 %	16%
Q13	10.7%	11.7%	20.1 %	33.5 %	23.8 %
Q14	11.2 %	13.1 %	23.3 %	31.6 %	20.9 %
Q15	10.7%	12.6 %	26.7 %	33.5 %	16.5 %

Source: Values are given based on the collected data.

The data presented in Table 12 provides a comprehensive breakdown of the questions’ responses, including the percentage and the actual number of participants who expressed strong agreement. Table 12 shows that the highest number of participants (29.6 %) strongly agreed that “Education 4.0 creates a platform to connect people worldwide to learn Professional English Communication”. Besides, the second highest response of the participants (23.8%) strongly agreed that “The use of Multimedia Learning and Education 4.0 tools, specifically ELSA, can provide opportunities for personalized and adaptive learning”. The third highest response of the participants (22.8%) that “Education 4.0 allows practical assessments to enhance students’ Professional English Communication skills” And the least number of participants (15.5%) strongly agreed that “Education 4.0 assisted me in acquiring my Professional English Communication skill anywhere, anytime”.

Table 12. Total percentage value of the strongly agreed for the questionnaire

S.No	Questions	Percentage of Strongly Agreed
1	Education 4.0 creates a platform to connect people worldwide to learn Professional English Communication.	29.6
2	Education 4.0 allows practical assessments to enhance students’ Professional English Communication skills.	22.8
3	Education 4.0 AI incorporated dictionary makes the learner speak the word correctly and also explain the meaning of the word.	16
4	Education 4.0 assisted me in acquiring my Professional English Communication skill anywhere, anytime.	18.9
5	Education 4.0 tools can provide feedback on my language skills that is more accurate than traditional methods for Professional English Communication.	21.8
6	Education 4.0 creates a platform to connect people worldwide to learn Professional English Communication.	19.4
7	Education 4.0 allows practical assessments to enhance students’ Professional English Communication skills.	21.4
8	Education 4.0 AI incorporated dictionary makes the learner speak the word correctly and also explain the meaning of the word.	16
9	Education 4.0 assisted me in acquiring my Professional English Communication skill anywhere, anytime.	15.5
10	Education 4.0 tools can provide feedback on my language skills that is more accurate than traditional methods for Professional English Communication.	17
11	Multimedia learning combined with Education 4.0 tool, specifically ELSA, gives many useful exercises using audio/video conversation to get clear with the topics.	21.8
12	Combining Multimedia Learning and Education 4.0 tools, specifically ELSA, made us practice our Professional English Communication skills by having conversations with L1 speakers.	16
13	The use of Multimedia Learning and Education 4.0 tools, specifically ELSA, can provide opportunities for personalized and adaptive learning.	23.8
14	The use of Multimedia Learning and Education 4.0 tools, specifically ELSA, can provide cues for memorising the word easily and enhance the learning experience for Professional English Communication.	2.9
15	The use of Multimedia Learning with the Education 4.0 tool ELSA motivates students to learn a language easily with fun-filled gaming activities by giving rewards.	16.5

Source: Values are given based on the collected data.

Figure 4 shows the graphical representation of the responses for each question. The cumulative response for the whole current study is represented in the pie chart. Out of 206 responses, 19.8 % (613) strongly agreed with the present study, 32.4% (1000) agreed with the current study, 23 % (712) responded neutrally about the current study, 13.4 % (413) disagreed study, 11.4 % (352) strongly disagree for the present study. Hence, from the below graph, it is found that participants benefit from the current study.

Figure 4. Graphical representation of the analysis.

Source: Designed by the authors based on the collected value.

6. Addressing the research question

RQ1:

To what extent does the effectiveness of Education 4.0, specifically ELSA, help to improve Professional English Communication skills?

From Table 11, it shows that the percentage of participants who strongly agreed on with the research questions are Q1 = 29.6%, Q2 = 29.8%, Q3 = 16%, Q4 = 18.9%, Q5 = 21.8%, Q6 = 19.4%, Q7 = 21.4%, Q8 = 16%, Q9 = 15.5%, Q10 = 17%, Q11 = 21.8%, Q12 = 16%, Q13 = 23.8%, Q14 = 29.9% and Q15 = 1.5%. Moreover, Figure 3 shows the effectiveness of the study by depicting the total percentage of people who responded to the current research. The pie chart (Figure 3) shows that 19.8% of the participants strongly agreed with the study, 32.4% of the participants agreed with the research, 23% of the participants were neutral with the investigation, 13.4% of the participants disagreed with the research, and 11.4% of the participants strongly disagreed with the research. The graphical representation of the study clearly depicts that Multimedia Learning, such as incorporating visual aids and interactive elements, enhances the effectiveness of Education 4.0 tool ELSA in improving Professional English communication skills to a greater extent.

RQ2:

What are the impacts of combining Multimedia Learning and Education 4.0 tool, specifically ELSA, for Professional English Communication?

Table 11 shows the results of Multimedia Learning with Education 4.0 tool ELSA that enhances Professional English Communication skills. Q11 to Q15 answer the research question, impacts associated with combining Multimedia Learning and Education 4.0 tools, specifically ELSA, for Professional English Communication. It depicts that 21.8% of the participants strongly agreed that using audio/video conversation helps to understand the topic clearly, 16% of the participants strongly agreed with practising Professional English Communication with L1 speaker, 23.8% of the participants strongly agreed about getting the opportunities for personalized and adaptive learning, 20.9% of the participants strongly agreed the enhanced learning experience, and 16.5% of the participants strongly agreed that it motivates the students by giving rewards. Hence, cumulatively 19.8% of the participants strongly agreed with the positive impact of combining Multimedia Learning and Education 4.0 tool, specifically ELSA, for Professional English Communication.

RQ3:

What are Business school students’ perceptions towards using Multimedia Learning and Education 4.0 tools, specifically ELSA, for Professional English Communication?

A sample size of 206 is relatively large, which can increase the generalizability of the findings. Table 10 shows that the average range value = 4 suggests that the participants had positive perceptions towards using Multimedia Learning and Education 4.0 and its tool ELSA for Professional English Communication. The mean score of each question ranges from 3.19 to 3.55, suggesting that, on average, the participants had a relatively positive perception of using these technologies. The standard deviation ranges from 1.167 to 1.370, and the variance ranges from 1.362 to 1.878, suggesting moderate variability in the data. Because of the large sample size, the value ranges are also accepted for the given research questions. Overall, the values are acceptable for the research question and provided positive results towards Business school students’ perceptions towards using Multimedia Learning and the Education 4.0 tool, ELSA for Professional English Communication.

7. Discussion

Technology plays a significant role in developing language skills. Incorporating appropriate learning methods and techniques improves student skills and promotes sustainable environments. The current study investigates how Multimedia Learning and the Education 4.0 tool, specifically ELSA, help students enhance their Professional English Communication Skills. Table 13 shows the findings of the study attempt to answer all the research questions with evidence from real-time performance.

Table 13. Comparative analysis with existing Study

S.no	Research Question	Existing Research		The outcome of the present study
		Findings	References
RQ1	To what extent does the effectiveness of Education 4.0, specifically ELSA, help to improve Professional English Communication skills?	Planning, acting and observing techniques enhanced the learner’s pronunciation skills.	Kholis (2021), Miranda et al. (2021), Moscardo et al. (2013)	Study sets induce the student’s interest and make them practically use it in a real-life environment. The study plan has enhanced the Professional English Communication skills of the learners using Education 4.0 tool, specifically ELSA.
RQ2	What are the impacts of combining Multimedia Learning and Education 4.0 tool, specifically ELSA, for Professional English Communication?	Test techniques using multimedia tools made the students participate actively and were used to enhance their skills.	Anaelka (2018), Fleaca and Stanciu (2019), Haderer and Ciolacu (2022a), Wallner and Wagner (2016)	Creative and innovative learning has been implemented for learning the language. Self-based learning has been implemented by using Education 4.0 tool ELSA
RQ3	What are Business school students perceptions towards using Multimedia Learning and Education 4.0 tools, specifically ELSA, for Professional English Communication?	Digital techniques were used to enhance the student’s learning process. Language proficiency and scientific reasoning skills were compared.	Haderer and Ciolacu (2022a), Hariharasudan and Kot (2018)	Seeing the proficiency score, students felt motivated and confident while communicating. Increased engagement, Enhanced personalization have improved the learning outcomes and also promote a sustainable environment.

The results obtained reveal interesting insights into the participants’ perceptions regarding various aspects of Education 4.0 and its impact on Professional English Communication skills. It is evident that a significant proportion of participants (29.6%) strongly agreed that Education 4.0 serves as a valuable platform for connecting people worldwide to enhance their proficiency in Professional English Communication. This finding highlights the potential of Education 4.0 in breaking down geographical barriers and fostering a global learning community, and the results of the current study align with the previous finding by using Education 4.0 (Srivani et al., 2022). Moreover, the second highest response (23.8%) of participants strongly agreed with the notion that Multimedia Learning and Education 4.0 tools, specifically ELSA, can facilitate personalized and adaptive learning, underscores the importance of incorporating technology-driven approaches in language education and the result of the study is parallel to the previous finding that stressed the importance of integrating technology for learning Business English Communication. Furthermore, the third highest response (22.8%) indicates strong agreement with the statement that Education 4.0 enables practical assessments to enhance students’ Professional English Communication skills according to the learner’s level and highlights the importance of practical application and skill development in language learning. The positive reception of the adaptive learning tool ELSA indicates that participants recognize the benefits of tailor-made learning experiences to suit individual needs and learning styles. Integrating practical assessments in Education 4.0 can potentially lead to more meaningful and effective learning outcomes in terms of language proficiency and supports the previous study, which recommended using AI tools for enhancing language learning (Haderer & Ciolacu, 2022b).

Education 4.0 represents a new era in how education is delivered and received, and it helps enhance the learner’s skills with the help of technology (Mohamad Alakrash & Abdul Razak, 2020). Likewise, the current study enhanced the Professional English Communication of the students using Education 4.0. The previous studies highlight the importance of learning techniques through remembering, recalling and retaining the words in the proper environment for language learning (Miranda et al., 2021; Moscardo et al., 2013). However, in the current study, Education 4.0 is used to remember, recall and retain words and enhances the student’s Professional English Communication skills.

Furthermore, the preceding study (Peedikayil et al., 2023) highlighted using gaming technology to enhance learners’ communication skills through mobile games. In contrast, the present study focuses on Education 4.0 as a catalyst for stimulating students’ creativity via word games, allowing them to explore and incorporate a plethora of new words in a real-life context. According to previous research, technology’s primary requirement is the presence of creative thinkers who possess the ability to generate original and innovative ideas (Rus, 2020). The notion that creative thinkers can express novel, unique, and even unconventional ideas is further reinforced. A notable distinction in creative thinking skills has been observed between students engaged in steam-based blended learning and those participating in conventional learning (Putri et al., 2023). However, in the current study, Education 4.0 emerges as a facilitator for nurturing students’ creative thinking abilities and language proficiency. This implies that integrating cutting-edge technological approaches in education can unlock new dimensions of creativity while concurrently enhancing linguistic aptitude.

A study by Ibrahim shows Education 4.0 helps students learn easily and get experts in the field (Ibrahim et al., 2015). However, the current study shows Education 4.0 not only makes students learn easily but also brings several other benefits, such as personalization, accessibility, collaboration and career readiness among the participants. A study shows that Education 4.0 tools, such as AI-incorporated mobile applications, are used to enhance students’ communication skills anywhere (Haderer & Ciolacu, 2022a). similarly, in the current study AI in ELSA app was used to enhance students’ Professional English Communication skills. The earlier research stresses the importance of self-based education for learning a language (Teodorescu, 2015); meanwhile, the current study proves that Education 4.0 adopts self-based learning, and these mobile applications pave the way for that. Another study stressed the importance of practical lessons in mobile applications to make the student learn and use the skills in the appropriate places (Zulherman et al., 2023), but in the current study, study sets in the ELSA app were used to enhance the learners Professional English Communication skills. A subsequent study points out that rewards make the students stay consistent in using the application (Wijaya et al., 2020); similarly, the current study used a streak reward system to make the students consistently use the application. The previous research proves that the Education 4.0 tools Duolingo, Busuu, etc., enhance Communication skills (Bojovic, 2010), but the current study focused on ELSA for learning communication skills. Additionally, the present research stressed the importance of Professional English Communication skills.

The collection of studies stressed the importance of multimedia tools for learning a language through the test techniques with audio, videos and pictures (Anaelka, 2018; Fleaca & Stanciu, 2019; Haderer & Ciolacu, 2022a, ; Wallner & Wagner, 2016), but the findings of the current study not only replicate those of previous studies but also offer new insights into the underlying mechanisms. The current study’s findings suggest that ELSA’s effectiveness is mainly attributed to its interactive and personalized learning approach, which allows learners to engage in real-life communication scenarios and receive immediate feedback on their performance. This personalized approach enables learners to identify their weaknesses and strengths and work on them accordingly, resulting in better communication skills. Another study shows ELSA effectiveness can be improved drastically while learning Business English communication (Bhatia & Bremner, 2012), but the current study focuses and enhanced Professional English Communication of the students using the ELSA app and proves that the AI in the ELSA app access the pronunciation skill of the students and makes the students pronounce the word correctly. The findings of the earlier studies enhanced the learner’s communication skills through planning, acting and observing techniques (Eady & Lockyer, 2013), but in the current research, technology such as AI was used to enhance Professional English Communication skills. Also, ELSA keeps track of the learner’s activity and rewards them after finishing a level. It helps the learners check and keep using the application consistently. Moreover, ELSA helps connect with people worldwide and makes the students communicate with L1 speakers to practice their language skills.

The cognitive theory of Multimedia Learning, developed by Richard E. Mayer, suggests that learners can process information more effectively when presented in multiple modalities and that the spatial and temporal contiguity effects can facilitate learning (Mayer, 2014). The current study supports the cognitive theory of Multimedia Learning combined with Education 4.0 for enhancing learners’ language skills. In line with the earlier study, audio/video lessons make the students remember the lessons easily (Anaelka, 2018; Fleaca & Stanciu, 2019; Haderer & Ciolacu, 2022a, ; Wallner & Wagner, 2016) and the current study supports that by using multimedia applications to enhance language learning. Using multimedia resources, such as video tutorials and interactive quizzes, can provide a more engaging learning experience for students (Abdulrahaman et al., 2020; Narke, 2021), and the current study follows Multimedia Learning combined with Education 4.0 and shows enhanced learning outcomes and the primary opportunities for using this technique are to enhance student engagement and interactivity in learning Professional English Communication. ELSA, in particular, can offer immediate feedback on pronunciation and grammar, allowing students to improve their speaking skills in real time. Another opportunity of using Education 4.0 is the ability to provide greater flexibility regarding learning location and time (Mayer, 2008). Similarly, current show that students can access Multimedia Learning resources and Education 4.0 tools from anywhere, anytime, allowing them to fit their language learning and other commitments.

Many studies have been conducted in Multimedia Learning and Education 4.0 tool ELSA, but only a few studies have been conducted in Professional English Communication. The current study focuses on the importance of combining Multimedia Learning and the Education 4.0 tool; specifically ELSA, to enhance Professional English Communication. The novelty of the study highlights the importance of personalized and interactive learning approaches, gamification, and integration with other Education 4.0 approaches to enhance learners’ motivation, engagement, and learning outcomes.

8. Conclusion

In conclusion, the study on the impact of the Education 4.0 tool ELSA on Professional English Communication among Business school students has demonstrated the potential of Education 4.0 tools to improve language learning outcomes significantly. The results indicate that the personalized and self-directed learning experience provided by ELSA has motivated students to learn Professional English Communication and increased their confidence and fluency in the language. The study also highlights the importance of peer learning and collaboration facilitated by Education 4.0 tools in enhancing students’ Professional English Communication and language skills. Furthermore, the study underscores the importance of multimedia in English Language Teaching (ELT) and the need to adopt Education 4.0 tools to create a more sustainable and accessible environment for language learning. Overall, the findings suggest that adopting Education 4.0 in ELT can create a more sustainable and accessible environment for language learning, providing equal opportunities for all students regardless of their location or socio-economic status. The findings of this study have several implications for English language teaching sectors, including the need for incorporating Education 4.0 tools in language teaching to create a more engaging, personalized, and effective language learning experience. Based on the findings of the study, the following were recommended for improvements. In a technology-driven society, the curriculum demands different pedagogies, and these pedagogies differ according to content, and technology brings sustainability to knowledge or education. Moreover, educational institutions can adopt Education 4.0 and implement the facilities for adopting 4.0 to create a sustainable environment.

However, integrating Multimedia Learning and Education 4.0 tool ELSA yields valuable insight, but it is crucial to consider its limitations. Technical difficulties, such as connectivity issues and software compatibility, can be significant barriers to effectively using these tools. Instructors may also need to adapt their teaching methodologies to ensure that students are not distracted by multimedia and that personalized learning experiences are effectively delivered. The study did not measure the long-term impact of using Education 4.0 tools on language learning outcomes or the transferability of the acquired language skills to real-life situations. In summary, while integrating Multimedia Learning and Education 4.0 tools like ELSA presents several opportunities for Professional English Communication, some challenges must be addressed to ensure that these tools are effectively used and fully leveraged to improve learning outcomes and highlights the need for further research in this area.

Acknowledgement

The authors would like to thank the research council at Kingdom University, Bahrain for financial support for this publication.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

We/I certify that financial support for this research clearly stated in the Acknowledgements section of this manuscript and grant number is 2017-58.