INCORPORATING MULTILITERACY PEDAGOGY ELEMENTS INTO EFL SPEAKING CLASS THROUGH DIGITAL STORYTELLING

Abstract

In a globalised world where cross-cultural communication is becoming increasingly
 important, the ability to communicate effectively in various contexts through spoken
 language is crucial. Multiliteracy enables individuals to communicate effectively and
 confidently in a variety of contexts, both within their own culture and across cultures.
 Digital storytelling utilises diverse modes of communication, promotes creativity and
 global communication, and integrates technology in the learning process, making it a
 valuable tool for multiliteracy pedagogy. Thus, the study aims to show how multiliteracy
 pedagogy elements are incorporated into English as a Foreign Language speaking class
 through digital storytelling. This is a pilot study in which thematic analysis is used to find
 the themes within four knowledge processes of multiliteracy pedagogy in digital
 storytelling activity. The findings show that through experience, the students can practise
 speaking in an authentic context, develop their language skills through conceptualising
 and analysing their stories, and receive feedback from peers and teachers. Therefore,
 digital storytelling achieves the purpose of representing all four elements of multiliteracy
 pedagogy, namely, situated practice, overt instruction, critical framing, and transformed
 practice which facilitate the growth of speaking proficiency.