A Narrative Inquiry of Student Teachers Multimodal Practice Experiences in the Indonesian Esp Classroom Context

Abstract

Drawing on narrative inquiry aiming to understand the experience of student teachers learning context texts through different modes of meaning. This paper reports on the use of narrative frames as a mean of investigating the intersemiotic practice experiences of student teachers majoring in English education program in Karawang, West Java, Indonesia. Students in depth interview data revealed that multimodal practice has the potential to promote the role of student teachers as designers and navigators in reading English disciplinary texts. In addition, multimodal reading encourages the student teachers to become autonomous language learners. Moreover, multimodality reading tasks can scaffold students in comprehending academic language and in increasing students’ academic vocabulary development as well. These findings have implications for policy makers and teacher educators.

Student-Teachers’ Engagement in Mediated Writing Feedback: Narrative Inquiry

“…To ensure their participation, students teachers' demography information was presented. Adopted from Yanto & Pravitasari ( 2020).…”

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

“…There is no great independent learning motivation for the improvement of English listening and speaking ability. The speaking test is not a required subject in the Level 4 and 6 exams for college students; therefore, even college students who pass the Level 4 and 6 exams with high scores do not reach the level of the Common European Framework for Language Teaching and Assessment (i.e., reach proficient communication in daily working life) [ 3 ]. Despite having studied English for more than ten years, from third grade to university and even in the workplace, they are still afraid to speak when confronted with foreigners and believe that their English skills are not good enough.…”