Implementing a multimodal online program for very young learners of Russian: Educators' perspective

Abstract

CALL and MALL learning programs have been introduced by preschool teachers into their language classrooms (Sadykova, Kayumova, Khalitova, & Gimaletdinova, 2017; Segers & Verhoeven, 2003), despite reports saying that some of these programs have little educational value (Kazanci & Okan, 2009). This exploratory mixed-methods study aims at examining how Russian language kindergarten and preschool teachers integrate resources of a Russian language online school Live Fairytales™ (Zhivye skazki, 2017) and what design elements of this multimodal digital resource they find conducive or impediment to successful language acquisition by young learners. The data come from the reports of six teachers and survey responses of 18 educators who described and reflected on their experiences integrating resources of the Russian language online school. The data show that teachers made productive use of the digital resource by utilizing its multimodal presentation of the content, integrating interactive activities mostly in a whole-class format, and creating an engaging and enjoyable learning environment of play. Visual representation of material was reported to be the most valuable and necessary for accompanying audio input, introducing or practicing vocabulary, supporting listening comprehension, and overall motivating very young learners to stay on task. This study extends our understanding of what early childhood educators expect from quality digital resources and how they integrate them into educational programs that support language acquisition of bilingual and multilingual preschool children.

Investigating of Pre- Service Teachers’ Perception and Readiness to Digital Multimodal Literacy at Lakidende University

“…Teachers may know and use technology in the classroom, but they do not vaguely understand multimodal literacy. It is different from researching which have been found by Kayumova, A & Sadykova, G (2019) state teachers made productive use of the digital resource by utilizing its multimodal presentation of the content, integrating interactive activities mostly in a whole-class format, and creating an engaging and enjoyable learning environment of play. It means that if a teacher used digital multimodal, they understood what multimodal literacy was which indicate different context determine different knowledge of digital multimodal literacy.…”

Critical Study on Multimodality Perception in Higher Education Classroom

“…The implication of CALL is not merely for higher education students but also for young learners who were involved in the use of this technology. The computer technology was applied to enhance language acquisition of bilingual and multilingual preschool children (Kayumova & Sadykova, 2019). In other words, this technology covers children, and adult learners can operate all levels of educational backgrounds as this device.…”

The Impact of Social Media on Literature

“…As stated by Kayumova and Sadykova (2019), Multimodal features provide children with difficulty gaining literacy and learning access to the resources they need to feel included. Han and Xu (2020) found that in their final interviews with students, those students reported feeling more confident in their ability to read and write in English.…”