Teacher and Students’ Perceptions of Reading a Graphic Novel using the Multiliteracies Approach in an ESL Classroom

Pishol, Shahida; Kaur, Sarjit

doi:10.32890/mjli2015.12.2

Cited by 8 publications

(6 citation statements)

References 9 publications

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“…Most (30%) of the studies reviewed depicted how multimodal learning potentially enhanced the students' motivation and confidence after they had been discouraged by the conventional language learning instruction (Ganapathy, 2016;Jiang & Luk, 2016;H. Lee, 2014;Loerts & Heydon, 2016;Ryu & Boggs, 2016;Varaporn, 2019) and how the students were highly engaged during the multimodal learning practices (Ganapathy, 2015(Ganapathy, , 2016Pishol & Kaur, 2015;Puteh-behak, Massari, & Harun, 2015;Yi & Choi, 2015). The observed increased level of motivation can be seen, for example, from the study conducted by Ganapathy (2016) describing how multimodal approaches of literacy learning in ESL context in a private school in Malaysia promoted positive learning outcomes among students including students' autonomy in learning, motivation to learn, accommodating students' various learning styles.…”

Section: Theme One: Multimodal Pedagogy Was Motivating and Engagingmentioning

confidence: 99%

Moving from the Logic of the Page to the Logic of the Screen: A Review Research on Multimodal Pedagogy in EFL Classroom Contexts

Kustini¹,

Suherdi²,

Musthafa³

2020

Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)

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Due to the global proliferation of information technologies and communication channels, today's students are increasingly engaged with multimodal, multimedia along with printed-based literacy practices and are significantly exposed to new information and mass communication on daily basis. As a result, there has been a significant increase in research publications on multimodal-based teaching practices and the impacts of such instructional practices on students' learning. This study attempts to synthesize and critically analyze the existing empirical research on multimodal pedagogy in EFL classroom contexts. The descriptive statistics characterizing the studies reviewed (e.g., the research designs, participant characteristics, settings) were presented along with the qualitative content analysis results containing the emerging themes which sequentially arranged according to its prevalence. The research articles reviewed in this study were based on the following inclusive criteria: (1) peer-reviewed studies, (2) studies concerned with multimodal pedagogy in EFL contexts, and (3) published within the last 6 years. The search for these articles was conducted electronically using search engine databases (e.g., ERIC, Google Scholars) and some reputable journal websites (e.g., tanfonline.com, link.springer.com). Across the corpus of 40 studies, findings revealed that the most preferred study design for multimodal research was case studies conducted in school settings involving both teachers and students as participants. This analytical review also revealed five prevalent themes of findings informing the possibilities and complexities of pedagogical benefits and constraints of multimodal pedagogy. The results of this study could hopefully provide insights on what has been done thus far and showcase implications for research and practice.

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Section: Theme One: Multimodal Pedagogy Was Motivating and Engagingmentioning

confidence: 99%

Moving from the Logic of the Page to the Logic of the Screen: A Review Research on Multimodal Pedagogy in EFL Classroom Contexts

Kustini¹,

Suherdi²,

Musthafa³

2020

Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)

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“…These findings support other studies within this area. For example, the study conducted Pishol and Kaur reporting that the use of multiliteracies approach in the reading class promote positive outcomes on students learning in that the students felt the lesson was engaging, interesting, and enjoyable [39]. The study conducted by Yi and Choi also shares similar results [40].…”

Section: Findings and Discussionmentioning

confidence: 73%

More than Words: ESP learners’ perceptions on the implementation of multiliteracies pedagogy

Kustini¹,

Suherdi²,

Musthafa³

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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Acknowledging learners' growing engagement with emergence technologies and multimodal practices in and outside of school, teachers are required to reconceptualize their pedagogical frameworks to assist learners in the learning and knowledge constructions using digital multimodal devices. In the field of English literacy education, multiliteracies pedagogy was offered as a promising solution to align with these educational demands. From the pedagogical perspectives of multiliteracies, learners are given ample opportunities to acquire multiple sets of literacy skills and knowledge including multimodal literacy, critical literacy and digital literacy. This study explores students' perceptions on the implementation of multiliteracies pedagogy in an ESP classroom. To this end, a qualitative inquiry was conducted with interview and students' reflective journals as the main sources of data collection. The research was undertaken in an Informatics Engineering Study Program of a state polytechnic in Banjarmasin involving 30 semesters one students as participants. The interview data and students' personal narratives were transcribed, coded, and thematically put into categories to achieve the set research objective. The results indicate that the students perceived the integration of multiliteracies pedagogies in their ESP learning positively because they felt the lesson was insightful, engaging, motivating, yet challenging. It can be concluded that the multiliteracies framework can be implemented in ESP contexts as an alternative approach to facilitate students' learning in this digital and multimodal era.

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“…The graphic novel as an attractive literacy source for students in increasing their literacy skills. This was supported by Pishol and Kaur (2015) showed that the students perceived the use of the graphic novel and the multi literacies approach in their reading class positively because they felt that the lessons were engaging, enjoyable and interesting. This supported the views of the ESL teacher who advocated the inclusion of multimodal pedagogical practices in the learning The Art of Teaching English as a Foreign Language context to promote positive outcomes.…”

Section: Quality Validity Judgmentmentioning

confidence: 69%

Graphic Novel Development as a Reading Media for Increasing Literacy Skill of 8th Grade Junior High School Students

Ferdiawan

Ratminingsih

Adnyani

2021

TATEFL

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This research believes that junior high school students in eighth grade need suitable and interesting reading material to develop their literacy skills which one way to achieve it is to design graphic novels of learning material on it. This research designed in the form of design and development (D&D) model proposed by Richey and Klein (2007). The development model used in this research was Richey and Klein’s (2007) ADDE model. The result was a graphic novel as an attractive literacy media that was developed for assisting eighth grade junior high school students’ literacy skills. Based on the content validity judgement, the graphic novel was highly relevant to the twelve criteria of a good graphic novel with minor revision. The quality judgment was utilized to determine whether or not the graphic novel was already qualified to serve as a good literacy source by using expert judgement. There were two expert judges and twelve users who took role in judging the quality of the graphic novel. Based on the quality judgement, the graphic novel was categorized as excellent media. Thus, the graphic novel was categorized as excellent media for assisting eighth grade students’ literacy skills.

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Teacher and Students’ Perceptions of Reading a Graphic Novel using the Multiliteracies Approach in an ESL Classroom

Cited by 8 publications

References 9 publications

Moving from the Logic of the Page to the Logic of the Screen: A Review Research on Multimodal Pedagogy in EFL Classroom Contexts

Moving from the Logic of the Page to the Logic of the Screen: A Review Research on Multimodal Pedagogy in EFL Classroom Contexts

More than Words: ESP learners’ perceptions on the implementation of multiliteracies pedagogy

Graphic Novel Development as a Reading Media for Increasing Literacy Skill of 8th Grade Junior High School Students

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