Multimodal Teaching Research Articles

A Multi-Modal Teaching Approach in High School English Reading: A Case Study of Unit 4 from YLP English Textbook 1

A Multi-Modal Teaching Approach in High School English Reading: A Case Study of Unit 4 from YLP English Textbook 1

The Integration of Multimodality in EFL Classes: Students’ Perception

Technology has greatly influenced education in the twenty-first century. Multimodal teaching is one of many classroom methods brought by technology. However, only a few studies have been conducted on how to create a multimodal pedagogy to assist EFL students in enhancing their language skills. Therefore, the purpose of this study was to investigate the perceptions of high school English students regarding the integration of multimodality into English classroom practices. Participation in this study was determined using a random sample. Data was gathered from 100 high school students in SMA Panjura, Malang. These students have experienced using multimodal in their learning process for six weeks. In this research, a quantitative method with a survey research design was chosen. The data were analyzed using SPSS 24 and the data was presented descriptively. The study revealed that the majority of students had a positive attitude toward the implementation of multimodality in their learning process in response to the characteristics of current students.

Reexamining feedback on L2 digital writing

The integration of digital multimodal composing (DMC) in the second language (L2) and heritage language (HL) classrooms has expanded our notion of writing, shifting from a focus on the written mode to include other modes of expression (e.g., visual, textual, or aural). Notwithstanding the increasing presence of L2 multimodal learning tasks, which combine different semiotic resources (e.g., language and visual components such as images or videos) as intrinsic elements used to generate meaning, instructors have not yet modified the way in which they provide feedback. That is, despite the increasing integration of different modes in a multimodal task, instructors still focus exclusively on language development – replicating the feedback behaviors modeled by non-digital writing assignments – rather than on all the components of multimodal texts. In digitally influenced environments and societies, however, there is a need to reconsider our approaches to feedback to pay greater attention to the linguistic and nonlinguistic elements of DMC. With the scarcity of research on feedback in DMC, this article first identifies a gap in multimodal teaching and research regarding the role and focus on feedback in DMC, and, second, provides an assessment rubric from which to base formative feedback that addresses both linguistic and nonlinguistic elements to help students develop their multimodal texts.

INFOGRAPHIC AND RELIGIOUS CONTENT TO IMPROVE STUDENTS’ ABILITY CONSTRUCTING CAUSE EFFECT RELATIONSHIP

This research is aimed at elucidating the improving of students’ ability in constructing cause effect sentences using Islamic content blended to one of multimodality teaching called infographic. This research is applied on tourism regular class X of SMK Negeri 8 Medan in 2020 where 30 students participated as subject of the research. This class action research is conducted in two main cycles namely planning, conducting, observing and reflecting where all are implemented separately in both cycles. Collection of the data is taken through observation sheet, result of the test and documentation of activity and infograhic result. The using of infographic not only could increase the ability of students to construct sentences containing cause effect relationship but also trigger their interest and maintain their motivation to participate actively during learning hours, and religious content itself is to call back students’ knowledge about why something is obliged or forbidden in Islam. The results show that students level of participation to actively get involved in learning cause effect sentences in first cycle reaches 60% while average learning outcomes is 60%. Then in second cycle the participation increases to 75% and average learning outcomes exceed 75%. Thus, using infographic is very useful to increase students’ ability in constructiong cause effect sentences.

84 It’s all about that trach - Episode II: Acceptability, accessibility, inclusivity and feasibility

Abstract Background Pediatric tracheostomy care is a vital but intimidating critical skill required of parents and pediatricians. Consistent caregiver training is vital to promote safety. An Alberta team is developing the “Tracheostomy Journey” to help caregivers navigate and communicate through caring for children with tracheostomy. A needs assessment identified consistent, universal multimodal teaching and communication tools for care providers as a primary need. Objectives The objective of this study was to evaluate “train the trainer” pediatric tracheostomy care modules for feasibility, acceptability, accessibility and inclusivity. Design/Methods This project evaluated goal-oriented training modules previously developed by the research team to provide simulation-based training to pediatric residents. The modules were adapted to fit the national residency curriculum requirements for CBD (Competency by Design). Pediatric residents participated in simulation with the modules, which were precepted by two simulation experts and a subspecialty fellow. Modules were offered to all trainees regardless of their choice to participate. Participants completed questionnaires before and after the session, rating their confidence and self-assessed competence, module accessibility, acceptability and inclusiveness and feedback for improvement. Preceptors reported their comfort and self-assessed competence teaching the module content and evaluated content, accessibility, acceptability and inclusiveness. Results All 25 General Pediatrics resident participants found the training effective. Pre- and post-workshop surveys showed the training increased confidence in caring for patients, and confidence and competence in various levels of involvement from supporting care to leading and teaching. Qualitative feedback on accessibility, acceptability, and inclusivity was positive. Preceptor evaluation suggested the “train the trainer” aspect was achieved. Conclusion Tracheostomy care simulation materials designed to meet CBD goals increased confidence and self-assessed competence for emergency care tasks. A “train the trainer” approach to module design provided subspecialty fellows with confidence using the modules to teach. This trial suggests that “train the trainer” module design is accessible and feasible for resident training programs. Trials with families and allied health caring for children with tracheostomy will be completed next. Universally adoptable “train the trainer” modules are proposed as a means to ensure uniform skill development to effectively deliver care to children with tracheostomy.

Investigation on Deep Learning Model of College English Based on Multimodal Learning Method.

Deep learning refers to active learning that allows students to perceive, experience, understand, and apply knowledge. Deep learning focuses on the mastery of knowledge and skills and more on the cultivation of higher-order thinking skills such as awareness, problem-solving, and knowledge transfer. In order to improve the quality of English classroom teaching in today's colleges and universities and cultivate high-level applied foreign language talents, this paper constructs a multimodal teaching model based on deep learning theory and discusses how to apply the model to college English teaching practice in order to promote the realization of students' deep learning, improve the effectiveness of English learning, and provide a reference for the teaching reform of college English courses.

In the Face of Uncertainty, Peer-Training: Lessons from a Group Strategy Undertaken by Sociology Faculty During the Pandemic

The training offered to university teaching staff tends to be scant, voluntary and heavily oriented toward novice teachers. With the arrival of Covid-19 and the sudden switch to online teaching, training became an urgent need for teachers. In this context, some faculty members of the University of *anonimizado* created a multi-cohort faculty peer-training group for collaborative learning in multimodal teaching methods. This paper describes the initiative and analyses the impact of the training on participating faculty members. The authors used a mixed methods research strategy with a sequential approach. Results indicate that training action’s collaborative dynamics contributed to the general well-being of the participants, bringing about a reduction in their feelings of isolation, insecurity and lessening their perception that they lacked the skills required for the new situation. Also, intergenerational differences were detected in the effects the training had on more novice and more experienced teachers.

Navigating through COVID-19 Pandemic Period in Implementing Quality Teaching and Learning for Higher Education Programmes: A Document Analysis Study.

Background: The COVID-19 pandemic worldwide, has caused a swift change in the higher education system giving way to a rise in instituting multimodal teaching and learning approaches. These approaches have demonstrated an inadequate capacity for multimodal teaching, particularly through online instruction by many institutions. The Department of Higher Education in South Africa did its utmost best to equip the institutions with the required resources to continue with the provision of education. Methods: A descriptive qualitative research design was followed in the study. The study data source included the South African government’s COVID-19 regulations relating to higher education and training. The purposive sampling method was used to select (8) several government documents relating to the regulation of COVID-19 in higher education and training institutions Document analysis technique was used to collect data from the COVID-19 pandemic regulation documents. Results: the study showed that most HEIs in South Africa adhere to safety measures, ensure business continuity in teaching and learning, continued with the distribution of National Student Financial Aid Scheme (NSFAS) allowances as allocated by the government, and followed procedures for returning certain categories of students on campuses during the COVID-19 pandemic. Conclusions: The study has evaluated the support for quality higher education teaching and learning during the pandemic period in South Africa. The study, therefore, recommends the continuing of online teaching as part of blended learning so that institutions could always be ready should situations like this occurs again in the future and above be in sync with digital transformation.

Study on the Application of Multimodal Theory in College English Vocabulary Teaching

English vocabulary is an indispensable part in the whole second language teaching process. Language experts and teachers have been devoting themselves to the exploration of effective English vocabulary teaching models. With the extensive application of information technology in recent years, multimodality has been integrated into the classroom and multi-modal teaching mode has been widely used in teaching. This paper tries to expound the feasibility of integrating multimodal teaching model into vocabulary teaching, and discuss the practical strategies of multi-modal teaching in English vocabulary teaching from the perspective of teaching implementation combined with teaching examples, hoping to provide beneficial enlightenment for the exploration of vocabulary teaching.

Effect of Multimodal Teaching on Language Comprehensive Ability under the Background of Artificial Intelligence

Reading comprehension is an important language learning skill. In English class, we should pay attention to cultivating students’ reading comprehension ability to help students improve their reading comprehension ability. The application of language service products of artificial intelligence has brought great challenges and opportunities to language teaching. This research starts from the current situation of the teaching mode of English language and literature reading under the background of artificial intelligence. The following four questions are mainly studied. Can the multimodal oral teaching model improve students’ oral English performance? Has the students’ spoken English improved in the three aspects of language content, language accuracy, and pronunciation and intonation? Does multimodal oral teaching have a positive impact on students’ attitudes towards oral learning? How can students improve their English writing? This study uses two research methods, experimental research and questionnaire survey, to explore the above research questions through a 16-week multimodal oral teaching experiment. The subjects of the experiment were 61 non-English majors in two parallel classes in the first year of a university in Xi’an. The experiment is divided into three phases: pretest of oral test, implementation of multimodal oral teaching, and posttest of oral test. The experiment proved that most students (about 67.35%) did not show much interest in reading and writing in English. Only a few students (12.24%) like to read and write. It shows that after accepting the multimodal teaching experiment, the students’ oral English scores have been significantly improved, which is reflected in the language accuracy, pronunciation intonation, and language content. The students’ oral English learning attitude is positive after the multimodal oral teaching.

A structured multimodal teaching approach enhancing musculoskeletal physical examination skills among undergraduate medical students

ABSTRACT Current evidence indicates that undergraduate medical students display deficits in musculoskeletal physical examination skills (MPES). While various instructional methods are recommended for teaching clinical skills, effective methods for teaching MPES have not been established. This study compared the effectiveness of a multimodal teaching approach incorporating video-based learning, interactive small-group teaching, hands-on practicing, peer-assisted learning, formative assessment, and constructive feedback with traditional bedside teaching in developing undergraduate orthopedic MPES. Participants were 151 fifth-year medical students divided into two groups. One group received multimodal teaching, and the other received traditional bedside teaching. In both groups, the participants learned how to physically examine the knee and shoulder. The primary outcome was objective structured clinical examination (OSCE) scores, while the secondary outcomes included teaching sessions’ total durations, facilitator’s demonstration time, participants’ practice time, and proportion of students with passing checklist scores and global ratings-based assessments for the two teaching approaches. The multimodal teaching group had significantly higher OSCE scores (checklist scores, global ratings, and passing rates; p = 0.02, 0.02, 0.01, respectively) than the comparison group. Individual OSCE component assessments showed significant improvements in the special musculoskeletal physical examination test. The overall duration and amount of participants’ hands-on time were significantly longer for the multimodal than for the traditional bedside teaching group (p = 0.01 and 0.01, respectively), and the facilitator’s demonstration time was significantly shorter (p = 0.01). The multimodal learner-centered teaching approach evaluated in this study was effective for teaching MPES. It appeared to maximize learner engagement through enhancing interactions and providing increased time to engage in hands-on practice. This teaching approach improved MPES levels, maximized teaching efficiency for scenarios with limited instruction time and resources, and enhanced competency of undergraduate medical students in performing special musculoskeletal physical examinations compared to traditional bedside teaching.

Analysis of Multimodal Teaching of College English under the Background of Artificial Intelligence

As the Internet drives the spread of digitalization and the further improvement of computing power, the traditional college English teaching mode can no longer adapt to the needs of teaching in the age of artificial intelligence. Single or lesser modality is gradually replaced by multimodality, an emerging teaching mode. The study of multimodal discourse is a new hot spot in language research and a key issue of concern for English classroom teaching reform. Based on the analysis of the practical application dilemmas of multimodality in college English teaching culture, context, content (meaning + form), and expression, this article proposes a path to innovate multimodal discourse teaching in college English classroom in the era of artificial intelligence. It includes familiarizing with multimode integrated platform for teaching tools and developing intercultural communication abilities. Multimode situational lectures with the help of modern information technology are developed. At the content level, we should adhere to the unity and coordination of the meaning and form of multimodal teaching. Use language and nonlanguage in a way that will enhance learning at the multimode media level. Additionally, AI enriches English teaching methods, changes the intelligence of English teachers, and improves the efficiency of English teaching. AI helps to create a more relevant and interactive English learning environment, improve many aspects of English teaching, including teaching evaluation, and effectively improve the face of college English teaching.

A Multimodal Model for College English Teaching Using Text and Image Feature Extraction.

The rapid development of the internet and multimedia technology in recent years has continued to push foreign language education in the direction of modern education. Multimodal education is becoming more and more important in the field of English education as an advanced educational concept in the field of language education. As a result, many English teachers have begun to emphasize the use of multimodal teaching theory in their classrooms. This paper investigates a multimodal model that incorporates text and image features, based on multimodal discourse theory, systemic functional linguistics theory, and foreign language teaching theory. This paper develops a multimodal model that can search for images and texts from various perspectives. We use an image feature bias term in the log-bilinear natural language model to influence the probability of predicting the next word based on the context, resulting in a multimodal model. The experimental results show that the proposed model, as an image-text relationship evaluation index system, has a slower search speed than other models but better search accuracy.

College English Multimodal Teaching Based on Digital Information Technology.

In the era of in-depth application of knowledge technology in the field of education, the teaching mode combining school English teaching and network data technology is widely used in school English education. Teaching resources have become electronic resources under the influence of digital information technology. However, English teaching often ignores all aspects of English ability, so there are still shortcomings in English teaching. The role of information technology makes a single English teaching text model unable to meet the needs of scholars. In recent years, multimodal events have enriched the expression of language input and output content, which is in line with the learning needs of current students. Therefore, under the premise of digital information technology, this paper constructs a multimodal English teaching model from the aspects of multimodal English teaching resources, multimodal English teaching activities, and multimodal English teaching analysis. It aims to mobilize the enthusiasm of scholars to learn English from various aspects and build a multimodal teaching mode of English for teachers supported by digital data technology. Therefore, the experiment shows that the multimodal teaching mode of college English based on digital information technology proposed in this paper will mobilize the enthusiasm of students to learn in a comprehensive way. It greatly improves students' English performance, promotes the development of students' autonomous learning ability and comprehensive language ability, and improves the quality of English teaching by 20%.

Design of a Multimodal Teaching Method for Business English in a Wireless Network Environment

In the background of the information age of “Internet+,” the traditional teaching mode of business English has many drawbacks in terms of curriculum, teaching content, teaching methods, and teachers’ backgrounds and cannot adapt to the needs of the times. Therefore, business English teaching should actively follow the trend of “Internet + education” and continue to innovate in a multimodal way. The multimodal teaching mode of “wireless network + business English” is in line with the background of “Internet+,” optimizing teaching resources to the maximum extent and truly realizing the effective combination of Internet and business English teaching. The Internet-based multimodal innovation can be carried out in the four elements of business English teaching: environment, task, learner, and guide teaching. The specialization and modernization of business English teaching can be promoted through the optimization of O2O multisituational classroom, the application of multimodal tasks in three-dimensional teaching materials, the communication of diversified categories of students, and the configuration of multilevel teachers across fields.

English Translation Ability for Cultivation Mode Based on Multimodal Auxiliary Scaffolding Teaching Method.

English learning occupies a very important position in college students' learning, and English translating is a skill that must be mastered to learn English, and translating can be used to measure the comprehensive level of college students' English learning. However, surveys show that English translation is still a difficult part of the English learning process for college students. Traditional translation teaching only focuses on the result and ignores the process; the classroom atmosphere is dull; students are not highly motivated to write; and students' knowledge of translating and its skills are lacking. Therefore, translating teaching should combine results and process and explore teaching methods that can improve students' interest and translating ability. In this paper, scaffolded teaching is the main teaching method, and multimodal teaching is used to support scaffolded teaching in college English translating teaching. This study provides experimental support for the interactive group teaching method. It also provides a feasible teaching method option for college English teachers to implement student-centered teaching practices and helps college English teachers transition from the traditional teacher-oriented indoctrination classroom teaching method to a student-centered teaching method that combines English skill development and skill application. In addition, students in the experimental group were equipped with the ability to self-correct and spontaneously improve on problems that occurred in their language. This study finds that in the group interactive cooperative teaching method, the teacher's heuristic teaching with questions to promote answers can effectively improve college students' intrinsic motivation to learn English; students' cooperative exploration of the questions raised by the teacher in the group is conducive to cultivating students' autonomy in English learning; in the teaching activities, the use of teaching materials to train students' skills instead of sentence-by-sentence translation and grammatical analysis of sentence structures can help students master At the same time, the interactive and cooperative group teaching method, which involves students in learning through group activities, can effectively improve students' English performance.

Action Research in Foreign Language Teaching in China

This paper begins by outlining the history of action research before arguing about the workability of action research in China’s foreign language teaching and research. It reveals the challenges that front-line teachers in China face, such as high research pressure, heavy teaching tasks, a lack of research guidelines, and insufficient teamwork, based on a survey of 273 foreign language teachers in colleges and universities from 24 provinces (/autonomous regions/municipalities directly under the central government) in China. After that, 37 papers published in CSSCI publications about foreign language teaching between 1994 and 2018 are reviewed, and recommendations for future action research in China are offered. Finally, the action-research model of “classroom-oriented research and research-based classroom teaching” is proposed as an achievable research framework for front-line teachers, incorporating information technology, multimodal teaching materials, and curriculum and course reforms under the guidelines of pedagogy, psychology, and linguistics.

ROLE OF THREE-DIMENSIONAL CORTICO-BASAL GANGLIA-THALAMIC AND CORTICO-PONTO-CEREBELLAR PATHWAYS MODELS AND MULTIMODAL TEACHING IN MEDICAL EDUCATION

Introduction: The COVID-19 pandemic came with impasses, one of them in the educational area, creating numerous barriers. During this period, the access to traditional study methodologies became impracticable, causing some difficulties in the comprehension of some subjects for healthcare students. Therefore a 3D model was elaborated as a learning facilitator, whose main goal was to help healthcare students in the understanding of the voluntary motor movement, addressing the cortico-basal, ganglia-thalamic and cortico-ponto-cerebellar pathways, since the observation in cadavers is not possible. Objective: evaluate the impact of the 3D models in the teaching-learning process and present the comparison and the effects of using a biscuit model and the plastinated cadaveric pieces in the multimodal teaching of human anatomy. Methods: this study involved 47 students from the Physiotherapy course. A prototype was developed using biscuit dough, wood, polystyrene and paint and it illustrated in special dimensions the pyramidal tract and the cortico-basal, ganglia-thalamic and cortico-ponto-cerebellar pathways. The participants performed identical tests before and after the display of the different methodologic resources, 3D model and multimodal, where they were randomly grouped and divided. Results: It was verified that in spite of the greater number of correct answers in the post-test form, there was not, in fact, a significant statistical difference (p=0,654) between the participating groups, which states the necessity of developing an alternative approach and a more significant sample. A significant statistical difference was observed (p<0.001) when comparing the students´ post-test knowledge with their pre-test knowledge when both methodologies were used, setting a multimodal approach, which is an alternative strategy that promotes a better development in teaching and learning. Conclusion: In our study, the teaching with cadaveric pieces (p=0.010) and the use of the 3D model singly (p=0.006) and the multimodal model (p<0.001) obtained similar results statistically. Therefore, the professors must choose the teaching methodology based on their aim and not for the intrinsic qualities in each method.

A Study on the Application of Multimodal Vocabulary Teaching Mode

This study used questionnaires, interviews and teaching experiments to investigate the effectiveness of multimodal teaching mode in English vocabulary teaching. It was found that multimodal vocabulary teaching could improve teachers’ vocabulary teaching ability, promote students’ vocabulary learning ability and enhance their pragmatic skills. In English vocabulary teaching of junior high school, teachers should make full use of multimodal resources to mobilize students’ senses, bring into play their subjective motivation of vocabulary learning, and improve the efficiency of classroom vocabulary learning. At the same time, there are certain difficulties in applying multimodal theory-teachers need to choose the appropriate modality according to the actual situation.

The Cultivation of Students’ Multiple Practical Ability Under the Multimodal Blended Teaching Mode

To adapt to the requirements of diversified development of modern education and the multi-modal communication between teachers and students, now high-techs and multi-modality have been introduced into the cultivation of the Multiple Practical Ability (MPA). However, existing studies on multimodal teaching generally focus on college students or high school students, few have concerned about the teaching design of practical ability cultivation under the synergy of different modalities. Therefore, to fill in this research blank, this paper took English teaching as an example to research the cultivation of MPA under the Multimodal Blended Teaching (MBT) mode. At first, this paper gave a flow chart of MBT and constructed a framework for the teaching modality system of MPA cultivation. Then, a Super-Efficiency Slacks-Based Measure (SE-SBM) model with objectively assigned combinatorial weights was established for evaluating the cultivation effect of students’ MPA, and the said cultivation effect under the MBT mode was analyzed in detail. At last, the effectiveness of the proposed model was verified via experiment, and the analysis results of the differences in the MPA cultivation of students under different conditions were given.