Teachers’ Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools

Abstract

Twenty-first-century literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. The purpose of this study is to explore how Korean secondary English teachers understand the 21 st literacies and multimodal composition in this era of new types of communication. Framing the study are questions pertaining to what these teachers think about teaching multimodal composition in their writing classrooms. The schools of South Korea, including those in this study, prioritize high-stakes standardized tests, and teachers as well as students and parents gauge success by these test scores. As a result, teachers primarily rely on direct instruction via lectures to provide skills and knowledge to ensure that students will succeed in the high-stakes tests. So while teaching and assessment practices in the classroom still adhere to traditional approaches, ongoing technology outside school has transformed the ways in which young people -the students -generate, communicate, and negotiate meanings via diverse texts. If the primary goal of education is to teach students lifelong skills needed in society, it is the responsibility of schools and teachers to recognize social changes and promote individual learning needs.

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

“…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.…”

Multimodal Writing to Promote Global Competence for EFL Learners

“…It should be noted that multimodal composing does not mean a simple copy-paste of pictures but a careful design of each mode (Archer, 2011). Ryu and Boggs (2016) list the multimodal representations for writing lessons as follow: a. summary of a text with tables and/or graphs, b. creation of a story with pictures and/or photos, c. creation of a story with their own belongings, d. summary of a movie, or a book.…”

Kompetensi Literasi Multimodal Mahasiswa: Studi Pustaka Terhadap Teks Multimodal Bermuatan Kearifan Lokal Serta Implementasinya Dalam Pembelajaran

“…Strategi pembelajaran literasi multimodal memungkinkan tersedianya kesempatan yang lebih banyak untuk keterlibatan mahasiswa di dalam kelas secara aktif, melakukan eksplorasi, serta menggali secara lebih dalam potensi atau kemampuan baik secara kognitif efektif maupun psikomotor. Dalam strategi pembelajaran multimodal mahasiswa didoktrinasi, akan tetapi mereka menemukan sendiri dan mengeksplorasi pengetahuan tersebut dengan apa yang telah mereka ketahui dan pelajari sendiri.Target pembelajaran literasi multimodal tidak terbatas pada komunikasi berdasarkan teks cetak tradisional melainkan teks multimedia dan teks multimodal(Ryu & Boggs, 2016).Teks multimedia dan teks multimodal di dalamnya mencakup elemen-elemen visual, audio, dan teknologi untuk menciptakan makna. Sehingga tujuan pembelajaran literasi multimodal untuk meningkatkan kapabilitas abad 21 (Era Rovolusi Industri 4.0).…”

“…Sehingga tujuan pembelajaran literasi multimodal untuk meningkatkan kapabilitas abad 21 (Era Rovolusi Industri 4.0). Strategi pembelajaran literasi multimodal merupakan integrasi dari strategi pembelajaran jigsaw dan persepsi guru tentang komposisi pembelajaran literasi multimodal(Ryu & Boggs, 2016).Target pembelajaran literasi multimodal dapat dilihat pada tabel berikut ini.…”