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RRL of Multimodal Texts (2 Studies)

The study examined the impact of multimodal teaching on L2 learning and teacher development. It found that multimodal teaching, including elements like PowerPoint, paralinguistics, and kinesics, significantly improved student language learning and teacher professional growth. However, there remains a gap between the curriculum's call for student-centered learning and its implementation. The study also found that student personality and purpose for learning English influence attitudes toward multimodal teaching. Inefficient gestures hindered comprehension, while multimodal teaching positively affected the classroom environment, student interest, memory retention, independent learning, and participation. The study noted a lack of understanding of multimodal discourse analysis theory limited teachers' ability to apply multimodal design and

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Sarah Jajimin Jul
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158 views1 page

RRL of Multimodal Texts (2 Studies)

The study examined the impact of multimodal teaching on L2 learning and teacher development. It found that multimodal teaching, including elements like PowerPoint, paralinguistics, and kinesics, significantly improved student language learning and teacher professional growth. However, there remains a gap between the curriculum's call for student-centered learning and its implementation. The study also found that student personality and purpose for learning English influence attitudes toward multimodal teaching. Inefficient gestures hindered comprehension, while multimodal teaching positively affected the classroom environment, student interest, memory retention, independent learning, and participation. The study noted a lack of understanding of multimodal discourse analysis theory limited teachers' ability to apply multimodal design and

Uploaded by

Sarah Jajimin Jul
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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The Study of Multi-modal Teaching on the Development of L2 Learning

In conclusion, this study demonstrates that multimodal teaching significantly impacts students' L2
language learning and teachers' professional development. The findings highlight the broader
perspective of multimodal teaching, emphasizing its role in senior high school classrooms, particularly
through elements like PowerPoint courseware, paralinguistic features, and kinesics. Despite the call for
student-oriented teaching in the College English Curriculum Requirements, the study suggests a gap in
implementation. It also reveals that the purpose of learning English influences students' attitudes toward
multimodal teaching, with different personalities leading to varying expectations on teacher body
language. Inefficient gestures hinder comprehension, while multimodal teaching positively affects
classroom atmosphere, student interest, memory retention, autonomous learning, and participation.
The study notes the instability in teachers' ability to apply multimodal design due to a lack of
understanding of multimodal discourse analysis theory. Collaborative lesson planning among teachers is
not widespread in College English teaching, urging the need for government policies supporting student-
oriented practices and promoting teacher cooperation. Ultimately, effective handling of multimedia
relations and the input-output dynamics of multimodal teaching is crucial for optimizing its educational
impact.

Teaching Literacy Skills through Multimodal Texts

According to the findings of this study, which highlighted the transformative potential of multimodal
texts, it is strongly recommended to integrate such texts with English/literacy and content area
materials. This suggests that education should extend beyond textual interaction, and multimodal
pedagogy ought to be incorporated into traditional forms, particularly through computer-assisted and
web-based technologies (Kalantzis & Cope, 2012). Additionally, it is emphasized, as per Kalantzis and
Cope (2012), that current pedagogy should not solely focus on one form of text, and teachers should
move beyond relying solely on textbooks as pedagogical tools in light of advancing text technologies
(Ajayi, 2008). Encouraging teachers to adopt a multimodal approach when selecting materials for
students is crucial, as textual modes serve as effective tools for fostering critical thinking. For instance,
teachers can prompt learners to analyze and critique commercials, encouraging them to question the
underlying intentions. This approach challenges students to move beyond simple understandings and
analyze texts based on their own experiences and perspectives. As highlighted by the New London
Group (1996), EFL/ESL teachers might need additional training in employing various teaching modes. The
study suggests the potential development of an analytical "tool kit" or metalanguage for multimodal
pedagogy. While the study's outcomes may be significant for teacher training programs, the limitations
of the studied corpus due to time constraints warrant further research with a larger and more diverse
dataset to enhance the study's findings.

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