Investigating Literacy Practices in a University EFL Context from Multiliteracies and Multimodal Perspective: A Case Study

Salim Nabhan, Rahmad Hidayat

Abstract


This study attempts to investigate the literacy practices of EFL teaching and learning in higher education level from multiliteracies and multimodal perspective. Mixed methods were used: questionaires to the students, interviews with both teachers and students, focus group discussion with students, observation, and documents. The study was focused on the English reading and writing classroom activities. The results of the study revealed that most participating students frequently utilized on screen text and digital devices instead of printed paper in their reading and writing activities. In addition, despite the fact that teachers still used print-based literacy, they supported the adoption of digital and multimodal literacy in their teaching. The findings also indicated that there was mostly misconception of English literacy skills limited to the only targeted skills of English language, and yet the nature of reading and writing practices has developed towards incorportion of printed based texts with multimodal texts. Nevertheless, some challenges occured in integrating multimodality into practices including curriculum design and different learners’ qualification. Findings collected from the this study might have implications for the curriculum development within the framework of multiliteracies and multimodality in the contemporary teaching and learning English language particularly in response to the emergence of technology.

Keywords


Literacy, Multiliteracies, Multimodality, Writing, Reading, English Language Education, Higher Education Level

Full Text:

PDF

References


Burke, A., & Hardware, S. (2016). Honouring ESL students' lived experiences in school learning with multiliteracies pedagogy. Language, Culture and Curriculum, 143-157.

Center for Applied Linguistics. (2003). Adult English language instruction in the 21st century. Washington, DC: CAL .

Crowder, T. A., Choi, J., & Yi, Y. (2013). Putting multilieracies into practices: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 36-45.

Descombe, M. (2007). The good research guide for small-scale social research projects. Buckingham, UK: Open University Press.

Drajati, N. A., Tan, L., Haryati, S., Rochsantiningsih, D., & Zainnuri, H. (2018). Investigating English language teachers in develping TPACK and multimodal literacy. Indonesian Journal of Applied Linguistics, 575-582.

Featro, S. M., & DiGregorio, D. (2016). Bloggin as an instructional tool in the ESL classroom . TESL-EJ (Teaching English as a Second and Foreign Language Electronic Journal), 1-9.

Ganapathy, M., & Seetharam, S. A. (2016). The effects of using multimodal approaches in meaning-making of 21st century literacy texts among ESL students in a private school in Malaysia. Advances in Language and Literary Studies, 143-155.

Gee, J. (2000). New people in new worlds: Networks, the new capitalism and schools. In B. Cope, & M. Kalantzis, Multiliteracies: literacy learning and the design of social futures (p. 26). London : Routledge.

Greco, C. D. (2015). Multiliteracies: bringing multimodality into schools. Education and Development Master's Theses, The College at Brockport: State University of New York.

Hu, Z., & McGrath. (2017). Innovation in higher education in China: are teachers ready to integrate ICT in English language teaching. Technology, Pedagogy and Education, 41-59.

Krashen, S. (1990). How reading and writing make you smarter, or, how smart people read and write. In J. E. Alatis, Georgetown round table on language and linguistics (pp. 364-376). Washington, DC: Georgetown University Press.

Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K., et al. (2005). English in urban classrooms: A multimodal perspective on teaching and learning. London and New York : RoutledgeFalmer.

Nabhan, S., & Rifai, I. (2017). What can be learned from classroom interactions and twenty-first century learning: Insight from teachers' perspective. The 3rd English Teaching Conference (pp. 28-38). Surabaya : English Department, Faculty of Language and Art, Universitas Negeri Surabaya.

Navehebrahim, M. ((2011). Multiliteracies approach to empower learning and teaching engagement. International Conference on Education and Educational Psychology (pp. 863 – 868). Malaysia: Procedia - Social and Behavioral Sciences.

Paxton, M., & Frith, V. (2014). Implication of academic literacies research for knowledge making and curriculum design. Higher Education, 171-183.

Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.

Tan, L., & Libo, G. (2009, Dec ). From print to critical multimedia literacy:one teacher's foray into new literacies practices. Journal of Adolescent & Adult Literacy 53 (4), 315-324.

The New London Group. (2011). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 60-93.

Walsh, M. (2010). Multimodal literacy: What dose it mean fot classroom practice? Australian Journal of Language and Literacy, 211-239.




DOI: http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.192

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.