Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach

Abstract

It can be argued that multimodal digital literacy practices promote the development of literacy skills needed for today’s world without being constrained to one mode of learning. Anecdotal evidence suggests that the employment of multimodal practices during instruction within EFL classrooms in the Kingdom of Saudi Arabia (KSA) is minimal and fraught with obstacles to its effective utilization. It is, therefore, essential to determine whether this is the case and, if so, to develop strategies that would ameliorate this situation. This study, therefore, sought to identify KSA postsecondary EFL instructors’ self-reporting of their use of various types of technology, computer software, and online software; the different teaching/learning and assessment strategies that they employ; the obstacles they face with the use of technology in their classrooms; and their beliefs about the use of multimodal digital literacy practices for teaching and learning. The study, which was based on the premises of social semiotic theory, utilized a mixed-methods design from which survey and focus group interview data were triangulated. The findings demonstrated that while most postsecondary EFL instructors have a strong positive attitude towards multimodal digital literacy practices and make robust use of specific types of technology and software programs, obstacles prevent these practices from being more widely and frequently deployed in the KSA. Suggestions for how to make a transformation to a more pronounced use of multimodal practices happen, and the limitations to the study are also presented.

Digital literacy, practices, and transformative implications in teaching English as a second language

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Exploring Motivation and Engagement: Sociocultural Influences on Saudi Female EFL Learners

“…Nevertheless, possessing formal communication skills requires motivation and engagement to code-switch from L1 Arabic to L2 English. While exclusively online learning environments provide instructors with multiple platforms to deliver instructional content, hybrid or in-person environments are more conducive to motivation and engagement when simulated real-world conversations requiring direct participation occur (Almusharraf & Engemann, 2020;Wang et al, 2022).…”

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Teachers’ perspectives on effective English language teaching practices at the elementary level: A phenomenological study

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