A computer-assisted multiliteracies programme as an alternative approach to EFL instruction

Abstract

A Computer-assisted Multiliteracies Program as an Alternative Approach to EFL Instruction The aim of this paper is to introduce a computer-assisted multiliteracies program (CaMP) as an alternative approach to English as a Foreign Language (EFL) instruction in order to overcome the educational limitations that are inherent in most EFL settings. In a number of monolingual societies with a dominant language other than English, students have had unequal access to authentic English communication opportunities and consequently have a limited understanding of English as American English or native speakers' English.Although communication technologies have been regarded as a promising solution, the limitations within EFL education have not been fully addressed. In this paper, multiliteracies pedagogy is offered as a promising solution enabling students to improve English and both cultural and media literacies. This paper provides an in-depth description of effective ways to integrate the multiliteracies pedagogy in EFL instruction and its potential effects on EFL students' learning experiences. BackgroundIn this age of globalization, the importance of English as a global language used for international communication has been rapidly growing not only in English speaking countries but also in non-English

Implementing computer‐mediated intercultural communication in English education: A critical reflection on its pedagogical challenges

“…Each student prepared and led their conversations with Iranian students according to their own interests, without the teacher's direct intervention. Students showed genuine enthusiasm and excitement about the course structure that provides opportunities to meet and interact with “foreign friends.” This was clearly shown in the students' course evaluation results (see details in Lee et al, ). All 23 Korean students initiated the online conversations at least twice during the 3‐week period.…”

“…The detailed description of students' experiences and perceptions in the CMIC‐implemented EFL classes can be found in the previously published article (Lee et al, ). This section recapitulates how Korean students' learning experiences in the CMIC‐implemented English course differed from ones in a more traditional English class.…”

“…This study employs a case study approach to investigate pedagogical challenges and social issues that emerge when implementing CMIC activities in EFL classes and their educational and social consequences upon students learning and language practices. This case study builds on the author's earlier work (Lee, Ardeshiri, & Cummins, ) that developed and integrated a series of CMIC activities in two EFL classes (one in South Korea and the other in Iran). The present author was an English teacher–researcher in the Korean class.…”

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

“…I learn how to communicate with people., this makes me more confidence in using English. (S1#Reflective journal May, 28,2018) From the first meeting to the last one, I learn many new things, many new vocabularies. The lesson is challenging yet interesting.…”

“…Linguists and literacy practitioners working in the field of English language teaching has called upon literacy pedagogy that accounts for the complexities of multimodal texts constructed within collaborative platforms and digitally mediated technologies [8,26]. It was in 1994 that a group of literacy educators, named as the New London Group, introduced the notion of multiliteracies to encompass a variety of representational modes as communication channels [27] and to expand the traditional language-based approach to literacy, which failed to capture the complexity and multifaceted nature of emerging communication practices [28]. This group also set up a multiliteracies pedagogy which was organized into a new "what" for literacy pedagogy and a new "how" for literacy pedagogy [29,30,8].…”