Creating Multimodal Texts for Language Learning Purposes

Abstract

The idea of creating short educational video clips oriented on the language, culture, or communication is well grounded in language learning pedagogy. They support comprehension and language skills of the students, intercultural competence, and digital skill. They change repetitive tasks such as rehearsal or rote learning into attractive and motivating activities well embedded in situated learning procedures making learning more personal. The study aims at analysis of the content of over 280 video clips made by pre-service language teachers between 2008-2014. The clips are intended for a variety of educational purposes (e.g., introducing new language, illustrating usage, enhancing practice, documenting performance, and assessment). Students used subtitles, intertitles, and narrative revoicing a story. They produced various genres. The results show that student teachers are able to produce multimodal texts to enhance various stages of learning and teaching processes (presentation, practice, and assessment) while developing six out of eight lifelong learning competences.

The Use of A Digital Multimodal Textbook to Foster Students’ English Proficiency

“…This statement is supported by the mean score of students" post-test which is higher than the pre-test. This result is in line with a study conducted by Gajek (2019) who finds that the use of multimodal textbooks can give positive vibes in class interaction during the teaching and learning process. This positiveness is able to improve the performance of not only the students but also the teacher.…”

“…Additionally, this book is suitable to learn English grammar as the contents are made interesting. According to Gajek (2019), students can understand learning material in different ways and one of the best ways is to use not only alphanumeric but also along with sounds and images which can engage students" participation in the teaching and learning process. As foreign language learners come from different language backgrounds and have varying language proficiencies, using tools that give the students diverse opportunities to express meaning in ways that support language acquisition is important.…”

“…Meanwhile, Gajek (2019) promotes multimodality in his study by analyzing multimodality contents from pre-service teachers and students. The pre-service language teachers made teaching contents of video clips such as introducing new language, language usage, improving practice, performance documentation, and learning assessment.…”

Multimodal Instruction and Mentor-Tutoring in an Intensive English Program

“…Table 3 summarizes the SLA-relevant theories (see also Appendix 1) to integrate computer-assisted language learning (CALL) into technology-enhanced language learning (TELL), thus outlining how an integrated multimodal framework has been applied to the current study (adapted from Walker & White, 2013, p. 10; see also Gajek, 2019, pp. 191–213; Saville-Troike, 2012, pp.…”

“…In practice, to successfully implement multimodal instruction and mentor-tutoring in an intensive English program, there are several tips to keep in mind (Ferna´ndez-Fontecha et al, 2020;Gajek, 2019;M. Thompson, 2008;Walker & White, 2013).…”