Multimodality and Language Learning

In programming classes, instructors need to work with numerous exercise submissions to verify whether the submitted source code meets the requirements, and whether there is any unauthorized borrowing of code fragments. The checking procedure is laborious requiring much unproductive effort and time. However, ignoring instances of potential plagiarism may negatively impact learner motivation. Despite the existence of practical tools developed for software testing and similarity detection, there are still issues in developing an open-source submission assessment system that would streamline the classroom workflow. This paper describes a practical submission assessment system that reduces the time teachers spend checking the solutions submitted by students.

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“…teaching process effectively multimodal, an important issue in present-day learning systems and environments [17] [18].…”

Section: Teacher-oriented Source Code Similarity Detection and Visual...mentioning

confidence: 99%

Teacher-oriented Source Code Similarity Detection and Visualization for Programming Assignments

Mozgovoy

Pyshkin

Blake

et al. 2022

IIAI Letters on Informatics and Interdisciplinary Research

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“…Nevertheless, making the effort to understand and apply this approach is surely worthwhile as it has a positive impact on learners' comprehension and interactions and prepares them for authentic learning situations (Bicen & Beheshti, 2019; Hafner &Miller, 2018). In this article "multimodality refers to the combination of multiple sensory and communicative modes, such as sight, sound, print, images, video, music, and so on, that produce meaning in any given message" Dressman, 2019, p. 39). This classroom exploration article discusses why and how we developed and implemented particular multimodal materials—infographics—as supplemental materials in an EAP course.…”

Section: Introductionmentioning

confidence: 99%

Developing infographics for English for academic purposes courses

Kohnke

Jarvis

2022

TESOL Journal

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“…Teachers should also consider the multimodal literacy performs in their classroom since the media they use currently are using various modes, which is multimodal Sukyadi & Hermawan, 2018;Dressman, 2020;Tan, Zamit, D`Warte & Gearside, 2020;Bachtiar, 2021). More research must be done on multimodal text usage as well as technical proficiency.…”

Section: Introductionmentioning

confidence: 99%

Digital Multimodal Composing Usage in EFL Secondary Classroom

Trisanti¹,

Sukyadi²,

Suherdi³

2022

Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022)

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Nowadays, EFL teachers continually strive to improve their efforts to provide learners with multimodal resources in the classroom due to the rapid development of the digital era in the language learning environment. Digital Multimodal Composing (DMC) has been proposed to be an engaging tool in language learning to provoke learners' exploration and understanding of the various text topics. This current paper reports findings on the perspective of in-service EFL teachers regarding the use of the DMC in secondary classrooms. It is necessary to get the views from the teachers on DMC usage in the classroom by considering the elements of text design such as linguistics, audio, visual, gestural, and spatial modes. The qualitative case study was employed in this study by having 6 in-service EFL teachers from Central Java, Indonesia as the participants. The questionnaire and interview were used to gather the data. The findings show positive and negative perception. For example, the participants are aware of the literacy changing from traditional to multimodal composing regarding the elements design. They tend to utilize video and English movies as the materials. They prefer employing video projects and posters as DMC tasks to build learners' motivation. DMC can emotionally provoke the learner's interest and understanding of the genre-based text. Another perception is related to the adequacy of the DMC as materials preparation. The findings significantly recommend cultivating the EFL teacher's readiness to cope with digital multimodal text usage in the classroom.

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Multimodality and Language Learning

Cited by 31 publications

References 42 publications

Teacher-oriented Source Code Similarity Detection and Visualization for Programming Assignments

Teacher-oriented Source Code Similarity Detection and Visualization for Programming Assignments

Developing infographics for English for academic purposes courses

Digital Multimodal Composing Usage in EFL Secondary Classroom

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