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Multimodality Learning in ESL Classroom (H) References (Bao, X. 2017.…
Multimodality Learning in ESL Classroom
A) Background of study/introduction
The revolution of technology change our form of communication
Teachers need to prepare students for the fourth industrial revolution.
G) Conclusion
1.Sun (2015)The application of multimodality in English learning ability and had a significant effect on the students with scores in the middle or lower levels. At the same time, this system also increased the students’ English learning interest and enhanced their self-confidence to learn English well
Bao (2017) concluded that the application of multimodality can indeed help to improve students' reading ability and it is really an effective way for teachers to teach English reading. Besides, it is not only makes the learning environment more relaxing and interesting but also motivates students to do more reading after class.
The multimodal approach facilitates the ESL learning effectiveness at the interface of technology, providing high level of interactivity and multimodal skill, which are critical to the improvement of the whole-class teaching and learning processes
An arts-integrated multimodal approach was effective in promoting EFL student learning. Rowsell (2013) has argued that “visualising content is at the core of most texts that we interact with in today’s increasingly design-mediated world,” and she has particularly pointed out that as educators, we still “have nascent understandings of how to incorporate visuals into conventional language classes” (p. 59).
E) Literature Reviews
Cao (2014 cited in Bao 2017) who applied multimodality to College English teaching in visual-audio-oral course and concluded that the application is effective in improving students’ oral and listening ability and thus, making them more willing to practise the skill after class.
Jewitt (2006 cited in Bao 2017) defined multimodality as “two means of representation and communication, such as still image, gesture, posture, speech, music, writing, or new configurations of the elements of these” (p.79).
Van Someran et al (1998) suggested that the educational representations should be developed to utilize this multimodality approach to allow learners to learn by exploring and linking different modalities.
Some literature shows supporting evidence that presenting information in auditory mode with concurrent visual mode leads to deeper understanding. (Mayer 2003;Mayer and Sims 1994; Paivio et al. 1998)
Siegel (2012) suggested that school literacy curricula have to change to integrate multimodality because literacies are changing, youths bring multimodal practices to school, and multimodal practice can reframe at-risk students as learners of promise (pp. 672-674).
When communicating, we use different modes of text, image, sound and gesture to make meaning (Kress & van Leeuwen 2001; Kress 2003).
F) Discussion & Implications
Multimodality integrates different teaching strategies and models which will facilitate learning. For example by pairing the cooperative learning model with the memory model pupils will experience meaningful learning.
2.We could create a multimodal presentation system application for teaching and learning English Language and use the intractive whiteboard to maximise the utilization of the application.
We can integrate multiple teaching aids to scaffold students' language acquisition.
B) Problem Statement
1.Students have difficulty to learn English language via mechanical exercises and repetitive operation.
Low-achieving student will not able to learn effectively when there is no multiple modes.
Students will be intimidated by conventional linguistic mode.
E) Significance of the study
This study aims to find out whether application of multimodality will be able to promote interest in learning ESL.
This study aims to cater the needs of students with different learning styles.
This study aims to broaden teachers' creativity in preparing ESL lesson using multiple modes / multimodality.
H) References
Bao, X. 2017. Application of Multimodality to Teaching Reading.
English Language and Literature Studies
7 (3): 78 – 83.
Lee, H. C. 2014. Using an arts-integrated multimodal approach to promote English learning:a case study of two Taiwanese junior college students.
English Teaching: Practice and Critique
13 (2): 55-75
Fang O.K., Pao T. Y., Wei H. H. 2015. Develop and evaluate the effects of multimodal presentation system on elementary student learning effectiveness: within classroom English learning activity.
Procedia - Socialand Behavioral Sciences
176, 227 - 235.
4.Kress, G. 2000. Multimodality: Challenges to Thinking about Language. TESOL Quarterly. 34(2): 337.
Mayer, R.E. (2003). The promise of multimedia learning:Using the same instructional design methods across different media. Learning & Instruction, 13(2), 125-139.
Sun, M. 2015. Application of multimodal learning in online English teaching.
International Journal of Emerging Technologies in Learning (IJET)
10 (4): 54-58.
Paivio, A., Clark, J.M., & Lambert, W.E. (1998). Bilingual dual-coding theory and semantic repetition effects. Journal of Experimental Psychology: Learning,Memory, & Cognition, 14(1), 163-172.
Van Someren, M.W., Reimann, P.,Boshuizen, H.P.A., & De Jong, T., (1998). Learning with multiple representations (advance in learning and instruction series). Elsevier Science.
C) Research Objectives/Questions
How can multimodality approach be implemented in ESL learning?
D) Purpose
To explore the effectiveness of multimodality approach in teaching and learning ESL classroom.