THE ROLE OF EXPLICIT INSTRUCTION IN DEVELOPING ENGLISH LEARNERS’ MULTIMODAL LITERACY

Youssef Tirizite, Driss Marjane

Abstract


In today's context, successful communication requires individuals to grasp, engage with, and construct multimodal texts in various formats. The creation of knowledge artifacts is central to developing multimodal literacy and communicative competence. This action research study sought to investigate the influence of explicit instruction on enhancing students’ overall semiotic awareness. A multi-dimensional instructional model was tested for its effectiveness, with students' feedback serving as the primary evaluative tool. The study sample consisted of sixteen students, comprising seven males and nine females, all aged 17 or 18 years. A post-instruction questionnaire was conducted to collect students' reflections and feedback on the strategies used during the class session. The intervention lasted approximately two hours. Data from the qualitative questionnaire reported a high level of affective and cognitive engagement. The findings also indicated a noticeable increase in students’ overall semiotic awareness due to explicit instruction. These results could serve as a foundation for refining and implementing instructional methodologies that continue to empower students in their understanding and utilization of multimodal communication in diverse contexts.

 

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Keywords


multimodality, multimodal literacy, communicative competence, explicit instruction, semiotic awareness

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References


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DOI: http://dx.doi.org/10.46827/ejfl.v8i3.5557

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