Abstract

Due to the absence of multimedia integration in teaching American poetry, learners’ cognitive engagement with lessons remains unattained. This research focuses on the incorporation of various multimedia tools in alignment with Cognitive Load Theory to teach American literary works, particularly poetry, to twelfth-grade students and aims to enhance interactivity within the classroom setting in Bangladesh. The study further investigates the potential outcomes, with a particular emphasis on how multimedia influences student engagement and comprehension of American poetry. A large number of non-native Bangladeshi English learners who struggle with comprehending literary terminologies and context due to resource gaps or resource deficiencies in educational settings will benefit directly from this investigation. This qualitative study explores how technology can enhance interactivity and support learners in understanding content by analyzing non-numerical primary and secondary data. Using qualitative methods, the research employs interviews with fifteen participants as the primary instrument and applies thematic coding to analyze the data. Additionally, the study seeks to evaluate how multimedia tools can bridge gaps in language proficiency and cultural context, offering tailored support to diverse learners. By providing a detailed examination of multimedia’s role in educational settings, this research aims to contribute to a more nuanced understanding of effective pedagogical strategies in diverse classroom environments. By providing innovative insights into pedagogical advancements through academic practices involving multimedia resources, this empirical analysis also contributes to the field of pedagogical reform.