Abstract
In today’s globalised digital era, students are inevitably engaged in various multimodal texts due to their active participation in social media and frequent usage of mobile devices on a daily basis. Such daily activities advocate the need for a transformation in the teaching and learning of ESL lessons in order to promote students’ capabilities in making meaning of different literacy texts which students come across in their ESL learning activities. This paper puts forth the framework of Multimodality in the restructuring of the teaching and learning of ESL with the aim of investigating its effects and students perspectives on the use of multimodal approaches underlying the Multiliteracies theory. Using focus group interviews, this qualitative case study examines the effectiveness of ESL teaching and learning using the Multimodal approaches on literacy in meaning-making among 15 students in a private school in Penang, Malaysia. The results confirm the need to reorientate the teaching and learning of ESL with the focus on multimodal pedagogical practices as it promotes positive learning outcomes among students. The implications of this study suggest that the multimodal approaches integrated in the teaching and learning of ESL have the capacity to promote students’ autonomy in learning, improve motivation to learn and facilitate various learning styles. Keywords: Multimodal Approaches; Multiliteracies; Monomodal; Flipped Classroom; Literacy; Multimodal texts; Ipad
Highlights
The dynamic nature of Information and Communications Technology (ICT) has largely affected the way people today live, communicate, work and play because elements of computers are found in almost everything (Frost, 1999)
Today’s students are greatly exposed to Multimodal Approaches (MMA) practices on a daily basis which leads to mounting acceptance of a wider range of literacy practices involving both print and digital technologies (Kaur & Ganapathy, 2013)
This study aims to investigate if the Multimodal Approaches are beneficial to the students of ESL in meaning-making when confronted with various multimodal literacy texts as well as the students’ perceptions on the use of Multimodal Approaches in the teaching and learning of ESL
Summary
The dynamic nature of Information and Communications Technology (ICT) has largely affected the way people today live, communicate, work and play because elements of computers are found in almost everything (Frost, 1999). As seconded by Wrigley & Guth (1992), the dynamic nature of language teaching does not end at learning only grammar, phonics and vocabulary and involves practical learning of interpreting everything around students today. Today’s students are greatly exposed to Multimodal Approaches (MMA) practices on a daily basis which leads to mounting acceptance of a wider range of literacy practices involving both print and digital technologies (Kaur & Ganapathy, 2013). The changing nature of students’ exposure and interest in literacy learning has triggered the researcher to analyse the benefits of the MMA in the teaching and learning of ESL. It is common for ESL educators to utilize print-based texts that are made available to educators in schools as all students have access to these textbooks via the existing Textbook Lending Scheme (Mohd Ghani, Mahmood, Abdul Halim & Rajindra, 2013). This study aims to investigate if the Multimodal Approaches are beneficial to the students of ESL in meaning-making when confronted with various multimodal literacy texts as well as the students’ perceptions on the use of Multimodal Approaches in the teaching and learning of ESL
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