An Empirical Study of Ecuadorian University EFL Learners’ Comprehension of English Idioms Using a Multimodal Teaching Approach

Freyn, Amy L.; Gross, Sandra

doi:10.17507/tpls.0711.06

Cited by 9 publications

(14 citation statements)

References 24 publications

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“…The results obtained in this study are in line with results presented by Freyn and Gross (2017), , Yang and Ying (2013), and Tafazoli and Kargozari (2012) who explain that using different resources, related to the multimodal approach, allow students to learn and acquire idioms specially if technological tools and visuals are used to teach these non-formal words. Freyn and Gross (2018) explain that by means of technology induced interactions; multimodality provides resources and opportunities that challenge the traditional forms of teaching.…”

Section: Discussionsupporting

confidence: 91%

“…As mentioned in Kress and Van (2006) the multimodal approach is mainly focused in the combination of text, audio, and image as individual modes and that the combination of these modes could be combined to create meaning, encouraging, cooperation, and learning in a classroom. Since the multimodal approach offers a variety of ways of teaching by combining the content and technology, some researchers like Amos and Abas (2021), Freyn and Gross (2017), , Yang and Xie (2013), Tafazoli andKargozari (2012), andThiruvengadam (2016) have applied it to teach idioms using a series of technological resources. In their studies, they have proved that the multimodal approach has caused a positive impact in the teaching and learning of idioms in the classroom.…”

Section: Introductionmentioning

confidence: 99%

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Learning Idioms Through the Multimodal Approach

2021

JEP

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The present quasi-experimental study investigated the effects of using the Multimodal Approach for teaching English idioms to 24 A2 EFL Ecuadorian learners majoring in Math, Social Work, Law, Journalism, Physical Education, Philosophy, and Engineering. All the participants were students of the University of Cuenca, Ecuador and whose mother language is Spanish. In order to collect the necessary data, a quantitative method was used. Data was collected by means of a pretest and posttest. The analysis and discussion of the quantitative data revealed that the Multimodal Approach had a positive effect when teaching English idioms to EFL students. The findings also demonstrated that the activities used during the classes were dynamic and that broke the traditional practices used to teach these non-formal words. Also, it is necessary to consider modern techniques that allow students learn in different styles and mostly that motivate them learn contents in an active way. Therefore, based on the obtained results, it was concluded that the Multimodal Approach could be considered as an effective way to teach and learn English idioms within EFL contexts.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Learning Idioms Through the Multimodal Approach

2021

JEP

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“…They specifically posit that instruction should include strong feedback as the instructor checks students' comprehension of the vocabulary in different contexts. Finally, Freyn and Gross (2017) demonstrate that a multimodal instructional approach for teaching English idioms and complex vocabulary was more effective than traditional strategies. Students were able to connect to difficult concepts and were more motivated to learn about the topic in depth.…”

Section: Vocabulary Techniquesmentioning

confidence: 88%

“…To achieve higher-level academic and cognitive language skills, ELLs need to build their vocabulary literacy. Research strengthens the crucial nature of vocabulary instruction for ELLs and suggests that various instructional strategies that incorporate multimodal teaching are the most effective (Biglari & Farahian, 2017;Ciechanowski, 2009;Freyn & Gross, 2017;Helman & Burns, 2008;Manyak, 2010). For example, Manyak (2010) conducted a study on the multifaceted, comprehensive vocabulary instructional program (MCVIP).…”

Section: Vocabulary Techniquesmentioning

confidence: 98%

Breaking the Inequitable Education Cycle for English Language Learners Through Policies and Practices in American Schools

Yeh

Wan

Scott

2020

EJEL

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This study employed qualitative evidence synthesis (Saldaña, 2012) to critically examine and systematically analyze 63 studies published between 2000-2018 reporting positive educational impacts on English language learners (ELLs). Drawing on Scarcella’s (2003) academic English literacy framework and culturally responsive teaching (Gay, 2001), this study demonstrates three mechanisms to improve ELL outcomes. First, teachers should use both culturally responsive practices and knowledge of language acquisition. Second, fostering family and peer supports creates positive learning environments. Finally, long-term solutions require policies addressing the socio-politico-economic disparities affecting ELLs. These results show, in a synthesized fashion, an approach to equitable quality education for ELLs. Article visualizations:<img src="/-counters-/edu_01/0661/a.php" alt="Hit counter" />

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“…The multimodal approach, through technology-induced interactions, offers supports and resources that challenge the traditional teaching approach. Some multimodal approach instances may consist of digital storytelling, virtual gaming, kinetic typography, hyperlinked texts/stories, blending visual and print media, audio recordings, and writing and editing wikis (Freyn & Gross, 2017). This study employed YouTube videos, comic strips, artistic collage, and digital video role-play projects.…”

Section: Discussionmentioning

confidence: 99%

Idiom Comprehension using Multimodal Teaching Approach among Zanzibar University Students

Amos¹,

Abas²

2021

ALLS

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The present study aims at investigating idiom comprehension through multimodal teaching approach among Zanzibar University students. The participants of the study were 120 male and female students and selected randomly. All of the students speak Swahili as their first language. The participants enrolled in a 3-year English program at the Department of Languages, Faculty of Arts and Social Sciences, Zanzibar University, divided into two groups, the control and experimental groups. There were 60 students in each group with an age range between 20 to 30. Both groups were presented with the same twenty English idioms through different methods. The control group was advised to review the list of idioms using a traditional method, while the experimental group was presented with the idioms using a multimodal teaching approach. An idiom comprehension test was administered to both groups. The results showed that from a comparative t-test indicated that the students taught idioms comprehension using multimodal method had recorded a higher mean score (37.7) as compared to the use of a traditional method of teaching of idioms (25.55). This implies that to increase EFL/ESL students’ proficiency in idiom comprehension, teachers should implement more multimodal activities in the classroom so that the students will have better opportunities in comprehending and applying idioms. The study provides pedagogical suggestions for using a multimodal approach to teaching English idioms.

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An Empirical Study of Ecuadorian University EFL Learners’ Comprehension of English Idioms Using a Multimodal Teaching Approach

Cited by 9 publications

References 24 publications

Learning Idioms Through the Multimodal Approach

Learning Idioms Through the Multimodal Approach

Breaking the Inequitable Education Cycle for English Language Learners Through Policies and Practices in American Schools

Idiom Comprehension using Multimodal Teaching Approach among Zanzibar University Students

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