A Multimodal Based-Instruction in an EFL Classroom Context:

Possibilities and Constraints

Siti Kustini

1, 2

, Didi Suherdi

and Bachrudin Musthafa

Department of English Education, Indonesia University of Education, Bandung, Indonesia

English Language Education, Banjarmasin State Polytechnic, Banjarmasin, Indonesia

Keywords: Multimodal, Pedagogy, Analytical Review

Abstract: The aim of this paper is to present the results of an analytical review of recent and relevant literatures on

multimodal pedagogy to elicit information regarding the possibilities and constraints of its implementation

in ESL/EFL classroom contexts. A number of research articles published from online reputable journals

were carefully selected and thoroughly analysed to attain the set research objective. The selection of the

reviewed papers was based on the following criteria: (1) studies published within the last 5 years; (2) studies

concerned with multimodal pedagogy; and (2) studies on multimodal pedagogy in ESL/EFL classrooms.

The results of this study suggest that multimodal-based instruction had potential benefits to develop

learners’ language skills, to improve learners’ motivation and engagement in learning, and also to enhance

leaners’ critical awareness capacity. Regardless the benefits of this pedagogy, there remain limitations that

prevent this approach from being implemented particularly dealt with teachers’ knowledge on

multimodality, multimodal pedagogy, and technology, and also other significant aspects such as students’

unequal access to technology, time constraint and assessment issues. To some extent the findings of this

study were in line with the previous research findings conducted within similar framework.

1 INTRODUCTION

The dramatic expansions and the dynamic nature of

Information and Communication Technologies

(ICTs) in today’s era inevitably have huge impacts on

people’s lives and accordingly have altered the

patterns of their learning, working, socializing, and

interacting (Walsh, 2003)(Walsh and Durrant, 2013).

These substantial changes have undoubtedly also

affected the nature of students’ learning and thinking

as they are quickly able to access various information

and acquire knowledge from their digital networked

devices in just one short touch. In addition, students

of today, labelled as “Millennials” or “Digital

Natives” (Prensky, 2001) possess excellent ability to

learn the range of technology in a very short period of

time that enable them to get involved into different

kinds of activities one at a time using digital media

and mobile technology, such as web surfing, text

messaging, digital gaming, social networking while

listening to music, or designing multimedia texts in

hybrid forms (Walsh, 2009). Under such a changing

climate, it is indispensable that today’s education

should bring new dimensions ensuring that it is

relevant to the learners’ needs and characteristics.

Teachers and other education practitioners

should facilitate learners with multiple skills and

knowledge enabling them to survive in the complex

and modern world. Therefore, an appropriate

pedagogical practice which integrates various

technological aspects of learning need to be

adopted.

In the field of English language teaching, the

digital communication technology is becoming more

prevalent and frequently used among English

language learners (ELLs). Many ELLs present their

works at school using PowerPoint presentation

application; maintain social networking sites by using

texts, photos, and videos; and design and upload

multimodal videos on websites such as YouTube (Yi

and Angay-Crowder, 2016). In addition, (Thorne and

220

Kustini, S., Suherdi, D. and Musthafa, B.

A Multimodal Based-Instruction in an EFL Classroom Context: Possibilities and Constraints.

DOI: 10.5220/0008216100002284

In Proceedings of the 1st Bandung English Language Teaching Inter national Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 220-227

ISBN: 978-989-758-416-9

Black, 2008) observe that “for many individuals,

performing competent identities in second and

additional language(s) now involves internet

mediation as more often than face-to-face and non-

digital forms of communication.” As more and more

ELLs engage in a wide range of multimodal practices,

there is an urgency for English curriculum to design

the pedagogic discourse emphasizing on the

production

multimodal

texts without

neglecting

the

traditional verbal texts (Hafner, 2014). This requires

English teachers to teach ELLs to read, analyse and

produce diverse materials, including multimodal,

interactive, nonlinear and linear texts, printed-based

texts and texts being delivered on screen or live

(Anstey and Bull, 2006). The need to adopt

multimodal pedagogies

in the language

classroom

has

been advocated by a number of literacy scholars

including (Stein, 2000), (Royce, 2007), and (Ajayi,

2009). In his research paper, (Ajayi, 2009) contends

that "multimodal/multiliteracies pedagogy has the

potential to provide opportunities for ESL students to

learn about different text types in ways that enhance

the expansion of interpretation of texts.”

A growing body of researchers has put

significant attention on teachers implementing

multimodal practices in the English language

classroom practices. For example, a qualitative case

study conducted by Ganapathy (2016) suggests the

use of multimodal texts in ESL pedagogical practices

as these texts were considered potential in improving

learners’ performance and promote positive learning

outcomes. This study took place in a private school in

Penang, Malaysia involving 15 students as the

participants.

Taking students of English Language V of the

degree English Studies (English Language and

Literature) as participants of the study, (Lirola, 2016)

investigates the development of the five language

skills (listening, speaking, reading, writing, and

interacting) in the multimodal environments and

resources in the instructional process. This study also

highlights the use of multimodal materials (texts,

videos, etc.) on social topics to enhance students’

awareness of the cultural aspects through a language

subject and to foster their social competences through

interaction and collaboration during the classroom

activities. The study reveals that multimodality is

useful for developing critical thinking, for promoting

cultural aspects into the classroom and for working

on social competences.

Other studies on the implementation of

multimodal approach in language education were

among others done by Hafner (2014) and Dzekoe

(2017). Hafner (2014) studies the integration of

digital literacy elements for

undergraduate

students in

English for Science course at a university in Hong

Kong. The students were required to carry out

multimodal science projects paying special attention

to the audiences of their multimodal production. The

findings reveal that the students faced difficulties in

producing multimodal artefacts intended for specific

audiences.

Involving 22 advanced-low proficiency ESL

participants, (Dzekoe, 2017) explores the

effectiveness of computer-based multimodal

composing activities in enhancing English academic

writing skill through self-revision in the USA. The

results suggest that computer-based multimodal

composing activities were beneficial for students not

only in

improving students’ self-revision

skill but also

in developing written language for articulating

opinions which they found difficult when expressed

through verbal modes.

Of the studies conducted, however, limited

attention is given to investigate the potential benefits

that multimodal practices offer and teachers’

awareness of implementing this approach in the

teaching process (Yi, 2014). This article attempts to

uncover the possibilities and constraints of applying

multimodal approach in English language teaching

through literature review analysis that the results

might be beneficial for teachers and other educational

practitioners, and could provide valuable insights on

the practical aspects of this approach.

2 THEORETICAL FRAMEWORK

The term multimodal-based instruction in this article

refers to multimodal pedagogy - a comprehensive

term that encompasses “curriculum, pedagogy, and

assessment practices which focus on mode as a

defining feature of communication in learning

environments” (Yi and Angay-Crowder, 2016). The

conceptualization and enactment of this pedagogy is

primarily based on two theoretical constructs,

multimodality and multiliteracies (Yi and Angay-

Crowder, 2016).

Multimodality is concerned with the

orchestration of multiple modes (e.g. writing, verbal,

image, audio, gesture, spatial) for meaning making.

Modes are “organized sets of semiotic resources for

making meaning” (Jewitt, 2008). The key tenet of

multimodal perspectives is that meanings are

constructed and interpreted not only through

language but also through other representational and

communication resources. The multimodality term

emerges due to the changing landscape of digital

A Multimodal Based-Instruction in an EFL Classroom Context: Possibilities and Constraints

221

communication and media. The media developments

are “leading to a paradigm shift in forms of

representation, moving from the logic of the page to

the logic of the screen” (Kress, 2003). The

theoretical concept of multimodality incorporates the

use of functional semiotics and also takes into

account the wider cultural contexts, audience

purposes, and the organizational patterns of a range

of texts. As informed in the research that multimodal

texts are socially and culturally constructed over a

period of time, and are intentionally orchestrated

using multiple modes for meaning making (Yi and

Angay-Crowder, 2016).

For the last two decades, multimodal texts are in

the students’ lives through digital technology media.

It is believed that multimodal texts are more complex

than written language texts so that it is necessary for

teachers to foster students’ knowledge on these

current texts. In English language teaching, the need

to help learners to develop awareness of

multimodality and multimodal competence has been

advocated among other by (Royce, 2007). He

introduces the term “multimodal communicative

competence” to refer to the ability to understand and

produce multimodal texts in a variety of genres.

Teachers are advocated to use images or other visual

modes in the classroom not only for stimulating

discussion or building vocabulary or making

prediction about the content of written texts, but also

for clarifying the potential meaning of visuals, aural,

gestural or any other forms of semiotic resources to

students. It is contended that modes are culturally and

socially constructed products which possess their

own distinctive grammar. Thus, developing

competence beyond linguistic monomodal aspect is

strongly suggested.

Another theory influential to the development of

multimodal pedagogy is multiliteracies. The term

“multiliteracies” was firstly introduced by the (New

London Group, 1996) to encompass a variety of

representational modes as communication channels

(Mills, 2006) and “to expand the traditional language-

based approach to literacy, which failed to capture the

complexity and multifaceted nature of emerging

communication practices” (Lee et al., 2016a).

Multiliteracies attempts to view literacy beyond

linguistics alone. Literacy, in multiliteracies sense,

involves the ability to read, interpret, and construct

multimodal texts as well as the ability to understand

the diversity of textual, contextual, social and cultural

conventions that influence the use of these modes for

different people in different situation (New London

Group, 1996); (Cope and Kalantzis, 2015). In this

regard, the New London Group (1996) provided a

pedagogical framework that can be used as guideline

in literacy teaching. The framework integrates four

interrelated components consisting of Situated

Practice; Overt Instruction; Critical Framing; and

Transformed Practice (New London Group, 1996).

Situated practice enables teachers to draw students’

background knowledge and experiences in an attempt

to provide meaningful practices within classroom

community. Overt instruction suggests the explicit

teaching in which learners are extensively scaffolded

in such a way that they are able to grab and gain deep

insights and comprehensive understanding on the

subjects being discussed. Critical framing is the stage

in which learners are directed to reflect and frame

their learning practices “in relation to the historical,

social, cultural, political, ideological, and value-

centred relations of particular systems of knowledge

and social practice” (New London Group, 1996).

Transformed practice allows students to apply the

skills, knowledge, and behaviours they have learned

to their real-world contexts. The sequence proposed

is not a “lock-step” teaching procedures; teachers

could commence their instructional process from any

sequence depending on their contextual learning

environments (Cope and Kalantzis, 2000).

3 RESEARCH PROCEDURE

This paper reviews several recent research articles

regarding the implementation multimodal-based

instruction in in order to gain information of its

potential benefits and challenges. The analytical

review in this study follows Clark and Cresswell’s

(2010) definition of literature review study referring

as “a written synthesis of journal articles, books, and

other documents that summarizes and critiques the

past and current state of information about a topic,

organizes the literature into subtopics, and documents

the background for a study”.

A systematic search through Google Scholar,

Proquest and Eric (Educational Research

Informational Center) database is conducted to find

journals relevant to this research. A number of studies

were then selected based on the following criteria: (1)

studies published within the last 5 years; (2) studies

concerned with the implementation of multimodal

pedagogy; and (3) studies conducted in an English

language classroom setting. The articles reviewed

were among others taken from TESOL Journal,

Journals of Literacy Research, Journal of Learning,

Media, and Technology, Journal of Pedagogies: An

International Journal and so on. Through a detailed

review and analysis of these studies, the possibilities

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and challenges of the implementation of multimodal-

based pedagogy were identified.

This paper presents the key findings that the

results could provide readers with wider and deeper

perspectives of how this pedagogy can be best

adopted and adapted in the EFL classroom.

4 FINDINGS AND DISCUSSION

Through a detailed review and analysis of research

articles, some emerging themes regarding the

possibilities and constraints of implementing

multimodal pedagogy are identified. The findings of

this study to some extent similar to the ones

conducted by Yi (2014) in several aspects. Yi’s

(2014) study is also concerned with this issue. In her

study, Yi mentions several potential benefits of

applying multimodal literacies in teaching process,

including “developing multimodal communicative

competence, exploring identities, improving

academic literacies, and developing critical

perspectives”. Despite the possibilities exposed, there

were several constraints reported in her study, such as

the unequal access to digital technologies, the limited

knowledge to construct of multimodal texts, focusing

only on one type of genre in the instructional practice,

the prescribed curriculum, and the high-stakes

language dominant testing. This study, then, supports

the findings of Yi’s (2014) research that eventually

could corroborate the research results. The main

difference between Yi’s (2014) study and this

research lies on the research articles reviewed. This

study analyses current paper works; thus, it provides

current information regarding the issue discussed.

4.1 Pedagogical Possibilities

Regarding the potential benefits, the analytical

review results reveal three prominent themes

including language skill development, level of

students’ motivation and engagement, and students’

critical awareness.

4.1.1 Language Skill Development

The research results from several studies have

indicated that multimodal-based instruction practices

could help ELLs develop and improve their language

skills. As one of the few of empirical studies, (Ruan,

2015) examined how multimodal instruction help

EFL learners to become autonomous in listening

comprehension and multiliteracies. The subjects of

the study were 102 Chinese sophomores in which

they were divided into two groups: experimental and

control group. This experimental study tried to

explore the effectiveness of multimodal instruction

compared to that of traditional one and also to find

out participants’ perceptions on the new design. The

results indicated that multimodal approach was

significantly able to improve students’ autonomous

learning and listening ability, as well as

multiliteracies skills. Furthermore, the participants

showed positive perceptions towards the proposed

design. (Kim, 2016) investigated the effects of

movie clips presented in different modes using

multimodal approach in teaching. The participants

of this study were 90 university Korean English

learners taking academic English course. The

results of the study revealed that movie clips

with sound effects and dialogues had positive

impacts on improving learners’ listening and

speaking ability.

The multimodal approach to teaching English is

also potential in improving students’ communicative

competence. Taking twenty-three Korean students

and twenty-two Iranian students as participants of the

study, (Lee et al., 2016b) introduced an alternative

pedagogical approach EFL education called

computer-assisted multiliteracies program (CaMP) to

facilitate the acquisition of English communication

skills through authentic English communication

practices. The results of this design-based research

suggest that CaMP was pedagogically potential in

developing not only students’ communicative

competence but also improving their cultural and

media literacies as this program offered opportunities

for students to naturally engage in diverse cultural

and linguistic environments along with multimodal

practices.

Another empirical evidence of multimodal

instruction benefiting language skill improvement is

(Dzekoe, 2017) study on how “computer-based

multimodal composing activities (CBMCAs)”

facilitate learners to conduct self-revision in their

academic writing and help them improve their

English learning. This study took place in USA

involving 22 advanced-low proficiency ESL students

as participants in which they were exposed

extensively to writing, listening, visual analysis, and

speaking activities during the learning process. The

overarching theoretical framework used in the study

were multimodality, the noticing hypothesis, and the

multidimensional model of revision. The results

indicated that CBMCAs was beneficial for students

for several reasons. Firstly, CBMCAs facilitated

students to revise their written drafts particularly

related to the use of rhetorical and linguistics aspects.

A Multimodal Based-Instruction in an EFL Classroom Context: Possibilities and Constraints

223

Secondly, CMBCAs helped them develop their

language competence. Lastly, this approach helps

them articulate their thoughts in that they were

struggling to express using the written mode alone.

In an attempt to develop multimodal

communicative competence for university EFL

students, (Coccetta, 2018) conducted a study

concerning with the integration of multimodal theory

developed within Halliday’s systemic functional

framework into a university syllabus for text studies

in English. Two examples of classroom applications

were provided to show how this approach were

conducted in the classroom. The learning materials

was developed in such a way to facilitate students to

become competent users of two foreign languages

and active users of multimodal texts. The results

indicated that pedagogical framework proposed in

this study had the potential to develop learners’

awareness on the meaning potential of different

semiotic resources within the context of situation and

context of culture; and to help learners improve their

multimodal communicative skills.

4.1.2 Students’ Motivation and

Engagement in Learning

The failure of ELLs in learning English is mostly

associated with learners’ low motivation. Research

suggests that applying multimodal approach in the

instructional practices increase learners’ motivation.

Of a few studies that explored how multimodal

practices help improve motivation is the work done

by (Darrington and Dousay, 2015). Their study tried

to examine how multimodal works increased the

motivation of struggling students to write. This

research was framed within the theoretical construct

of “change theory” to guide the analysis. Using this

theory, the strong points of multimodal writing

projects compared to paper-based monomodal ones

were evaluated. The results indicated that multimodal

writing projects were found to be motivating to

students as compared to traditional paper-based

writing.

In (Yi and Choi, 2015) study on teachers’

perspectives of multimodal practices in K-12 classes

confirmed that teachers had positive opinions on the

implementation of multimodal instruction in the

classrooms and were aware of the affordances of

multimodal practices. The teacher participants

highlighted the possibilities of adopting multimodal

instruction as it significantly increased learners’

motivation and engagement. They articulated that

multimodal teaching had significant impacts to

stimulate, motivate, arouse interest, and to call

students’ attention in the teaching and learning

process.

(Ganapathy, 2016) study shares similar results

regarding the significant benefit of multimodal

pedagogy in assisting learners’ motivational aspects.

Drawing on the qualitative case study, the study

investigated the implementation of multimodal

approaches in ESL teaching. The participants of this

study were 15 students in a private school in Penang,

Malaysia. The results of the study indicated that

multimodal pedagogy was powerful in improving

students’ English competence, boosting their

motivation in learning and facilitating various

learning styles. It is advocated in this study that

teachers need to consider applying multimodal

pedagogy in their classrooms due to its potential

benefits towards student learning.

Another empirical evidence that adopting

multimodal approach in an English instruction can

promote high learning engagement is reported by

(Hepple et al., 2014) in their short article. Presenting

the reflections of two English instructors who jointly

teaching in the post-beginner class at Milpera High,

this article attempts to points out the potential benefits

of implementing the multimodal pedagogy in diverse

culture classrooms. The multimodal project assigned

for the students was the production of claymation

texts for the purpose of developing their language

along with their synaesthetic abilities. This study

highlighted two dimensions of multiliteracies

projects including student agency and design. The

student agency consisted of two aspects; student

ownership and student

engagement

and collaboration.

In terms of student engagement and

collaboration, it is reported that the assigned project

had led to student higher level of engagement and

longer attentive period provided by students in the

task completion.

4.1.3 Students’ Critical Awareness

Developing students’ critical awareness capacity is

becoming more essential in English language

teaching to enable them to process, synthesize and

evaluate information and to facilitate them to be

successful in their education, career and civic life.

Research suggests that multimodal-based

instruction helps English language learners enhance

their critical awareness and thinking skill in that they

were able to think, discuss, and analyse issues

critically.

Studies on multimodal practices from a critical

perspective have been extensively examined among

others by Lasisi Ajayi. Ajayi’s latest work is

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concerned with the teaching of critical multimodal

literacy to three female Nigerian high school

students. The instruction focused on the way to

question texts and reconstruct unequal social

structures (Ajayi, 2015). In his study, Ajayi asserted

that Nigerian English teachers were supposed to set

up instruction that prepares female students to fully

participate in today’s socially and linguistically

diverse and technologically developing Nigerian

society. Teachers were required to teach them to

read diverse materials, including “multimodal,

interactive, nonlinear and linear texts, texts in

multiple languages, print-based texts, and texts

being delivered on screen or live” (Anstey and

Bull, 2006). The findings suggest that multimodal

literacy instruction opened up possibilities for

teachers and students to work together to help

learners convey critiques on socio- political issues

and challenge the structural practices that hinder

learners to voice their opinion and literacy learning.

Further, the results also indicated that English

teachers in Nigeria were suggested to integrate

critical multimodal literacy pedagogy in their

instructional practices and relate the instruction to

female students’ interests to promote agency and

change. (Huang, 2017) study presents some

evidence that supports the claim that multimodal

practices could improve learners’ critical literacy

awareness. Using qualitative design as the

baseline of her inquiry, this study examined

language learners’ critical skill on multimodal

literacy practices presented in a moving-image text.

The students were required to comprehend and

interpret texts and take critical stance towards them.

The results indicated that multimodal-based

instruction taking focus on the orchestration of

images, sounds, and words helped students improve

their critical thinking skills. Students were able to

take critical perspectives on the structural and

ideological value from the moving-image texts

presented.

4.2 Pedagogical Constraints

Regardless the benefits of multimodal-based

pedagogy, there remain limitations that prevent this

pedagogy from being implemented in the classroom

practices. Research suggests that there are several

fundamental challenges that English teachers face in

incorporating multimodal practices including

students’ unequal access to technology, teachers’

knowledge of multimodality, time constraints, and

assessment.

As indicated in (Yi, 2014) study,

students’

unequal access to digital technology was one of

prominent constraints that teachers face. Not all

students were claimed to have access to digital

technology and extensively do digital literacy

practices outside their classroom walls, therefore they

have limited skill and experience with multimodal

literacies. Yet some students were excellent and have

access for digital technology that they engaged in

digital, multimodal literacy more often.

The other obstruction that discourages

English

language teachers from incorporating multimodal

practices is concerned with teacher’s knowledge on

technology and multimodality. It is reported that

teachers’ resistance to multimodal instruction was

due to lack of content knowledge and technological

skills to effectively implement multimodal practices

into instruction (Yi and Angay-Crowder, 2016). This

study also indicated several psychological barriers

that seem to hinder teachers to integrate multimodal

practices into their lessons. First, some teachers

claimed that they often experience tensions between

the digitally and

multimodally

mediated practices and

the print-based monomodal practice of assessment.

Second, some teachers reported feeling doubtful

about the significant impact of multimodal instruction

on student academic achievement.

Time constraint becomes the most impeding

factor that prevents teachers from implementing

multimodal pedagogy in the classroom. This claim is

confirmed in (Yi and Choi, 2015) study reporting that

a majority of teachers in their study expressed

concerns related to time they had to spend on

planning, implementing and assessing multimodal

lessons. Further, it is reported that time constraint

emerged due to the inflexible curriculum and

standardized testing that the teachers had to follow.

Lack of appropriate assessment is

another

crucial issue in multimodal-based instruction. The

study conducted by (Yi and Angay-Crowder, 2016)

report that teachers had difficulty in deciding which

element or component of multimodal should be

considered to evaluate multimodal projects in the

courses. However, in a promising sense, some

researchers have recently addressed the issue of

assessment for multimodal products. For instance,

(Hung et al., 2013) developed a

“theory-driven

design

rubric” in order to evaluate Taiwanese college

students’ English presentations on particular topics,

but this rubric did not consider content knowledge

that students possess. Similar concern is voiced by

(Yi, 2014) claiming that standard-based assessment

for traditional print-based literacy are not adequate

A Multimodal Based-Instruction in an EFL Classroom Context: Possibilities and Constraints

225

enough for assessing the digital and multimodal

artefacts.

5 CONCLUSIONS

Multimodal has been a buzzword in English language

education for the last few decades and has been

regarded as a current textual and

literacy

practice. The

fact that English language learners nowadays are

frequently engaged with digital technologies and

multimodal texts in their social and school lives and

the information that they receive are highly complex

combinations of multiple modes has called English

practitioners attention to integrate multimodal

approach in their teaching practice. The aim this

paper has been to highlight the possibilities and

constraints of implementing the multimodal practices

in the English classrooms. An analytical review of

several research articles is conducted to gain the

reliable data. The findings suggest that multimodal-

based instruction has potential impacts on students’

language skill development, motivation, engagement,

and critical awareness capacity. The results also

indicate that teachers implemented this pedagogy

face several challenges among others related to the

instructional aspects and their practical knowledge

and understanding of the multimodal pedagogy and

assessment issue. The assessment for multimodal

products has been one of the salient barriers for

teachers to implement this approach. Teachers voiced

concern over this issue due to their difficulties in

assessing student multimodal skills.

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