Development of Teacher Candidates' Text-Making Skills in Multimodal Literacy Framework (original) (raw)
Related papers
Teaching Literacy Skills through Multimodal Texts
2020
Multimodal Discourse is a theory of communication in multimedia. The notion of modes refers to semiotic resources which allow the simultaneous realization of discourses and types of (inter)action. Media are the material resources being used for the production such as music, language, and images. This study examined Iranian EFL learners’ perception of multimodal texts. The objective of the study was to examine how Iranian EFL learners utilized their general literacy practices and multimodal repertoires to develop their meaning-making process. The participants were 18 intermediate EFL learners attending Iran Language Institute (ILI), and were exposed to advertisement materials. They were asked to reconstruct their perceptions both visually and verbally. The participants’ responses were analyzed according to the social semiotics model suggested by Kress and van Leeuwen (2001). Results revealed that the participants made contextualized perceptions of the advertisement materials indicati...
Profile: Issues in Teachers' Professional Development, 2019
Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers' and educators' approaches to the use of multimodal texts. Data were gathered through two online surveys that explored the use of multimodal texts by teacher educators and pre-service teachers. Results indicate that educators were familiar with the standards and multimodality when teaching reading and writing, but lack of resources, preparation, and time prevents them from working with multimodal texts. Candidates read printed and digital newspapers, novels, and magazines outside university, but rarely use them academically. They extensively use social media, even for academic purposes. There is a mismatch between the use of multimodal texts by teacher candidates and teacher educators.
The purpose of this research is to improve informative and narrative writing skills of middle school students. The study was designed with action research. The research group is middle school students. Data collection techniques were student diary, semi-structured interview form, semi-structured observation form and documents that consist of comics produced by the students. Descriptive analysis and content analysis techniques were used together in the analysis. It has been determined that the writing process has not attracted students; however, comic books have been shown to attract students It has also been found that the process of semantic interpretation of the text is facilitated. It has been determined that most spelling and punctuation mistakes were made in the writing process. It is thought that the reasons for these mistakes are the habits of out-of-school life. It has been determined that writing processes related to multimodal texts have a positive effect on students' interest and sense of responsibility.
(Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, 2018
It is not uncommon for language teachers and whoever interested in EFL teaching- learning process to find it somehow difficult to decide upon the most suitable and effective strategy and procedures to be followed in order to manage language classes successfully. However, several attempts were made to introduce up to date ways convenient for learners with different language backgrounds and levels of achievements. Some of those efforts failed while others made their way and contributed to the success of many EFL classes where various methods and techniques are applied. Multimodal texts ,as one strategy of combining more than one mode in language classes, are used efficiently by teachers with different qualifications and years of experience and with learners of different ages and in different settings. Therefore, this chapter tends to shed light on multimodal texts and their importance in the language classes.
The Use of Multimodal Texts in Teaching English Language Oral Skills
Universal Journal of Educational Research, 2020
The challenge of teaching English to Malaysian tertiary students has become more daunting considering the latest developments in technology. Teachers therefore face the challenges of having to deal with a majority of learners who not only have little confidence or competence in using English language but also lack analytical, critical and creative skills. Hence, teachers can overcome this problem by carrying out language activities that concentrate on the development of multiple literacy skills among learners. This article will demonstrate specifically the ways in which the incorporation of multimodal materials will not only enhance students' English language competency but also their analytical and creative thinking skills. More importantly, this study focuses primarily on techniques and tools to enhance the students' English as a Second Language (ESL) learning achievement and learning satisfaction in the classroom setting. More specifically, the study utilizes the use of various multimodal texts as the teaching and learning approaches that include both auditory and visual modes encompassing video recording, YouTube videos, songs and Adobe voice. Additionally, within the multimodality framework, the students carried out a project in teams and explored authentic multimodal texts. Several interesting trends emerged based on the interpretation of the results. First, students were found to be more proactive and take ownership of their own learning processes. Second, learners were able to use the language in a more critical and creative manner due to the nature of the texts. Third, students were able to develop language learning skills both individually and in teams.
INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES
For both instructors and students, a multimodal approach in the classroom may inspire creativity. It does not necessarily rely on technology and instead makes use of the existing kinaesthetic, auditory, and visual modalities. In this essay, we shall quickly define modes and trace the history of multimodal research. We can recognize modes through a multimodal lesson that incorporates video and see how they connect to both modern culture and certain cognitive processes. This combination can improve the learning environment by allowing for flexibility and creativity in teacher-student interaction.