Abstract
This article is devoted to using audiovisual resources in English as a foreign language teaching learners (6-7th graders) in Kazakhstan. The study was based on achieving the following goals: assess the teachers’ intention to meet the requirements of students supplying audiovisual materials; using a questionnaire and an observation conducted by a researcher, the data was collected, organized, and analyzed using nonparametric statistical methods such as percentages. The present study experimentally investigated the impact of multimodal input on learners’ viewing as the main element of differentiation. Learners of 6-7th grade (N=118) participated in the online questionnaire and made a univariate analysis to determine the reality of multimodal preferences. Pearson’s correlational analysis revealed the attitude of English foreign language teachers in Kazakhstan towards an adaptive teaching system. Participants (N=31) engaged in correlational research to see links between multimodal input and various modes. The second direction of the study was maintained by content analysis. This method assumed the notion of designing EFL teaching through digitalization, the difference between learning style and learning preference, multimedia use benefits, and drawbacks