Criteria for Multimodal Texts in English Language Classrooms
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DOI:
https://doi.org/10.32523/2616-678X-2022-141-4-119-128Keywords:
visual, multimodal text, multimodality, multimodal literacy, selection criteria, assessment criteriaAbstract
The purpose of this article is to investigate multimodal texts and employ multimodal
texts in the curriculum of English classes. Due to the swift development of technology and
globalization since the late XX century, the growing multimodality of communication is evident
in education. Multimodal texts may be any written text which is followed by a large variety
of audio, visual, and other symbolic representations or some information from this text is
accompanied by images and sounds. Hence multimodal texts include picture books, textbooks,
graphic novels, comics, and posters, conveying meaning to the reader through combinations
of visual written language and spatial modes. The article follows a qualitative paradigm. It is
referred to primarily two case studies which consist of recorded trailers and created multimodal
texts by students. The assessment criteria were also designed for the tasks presented in this article.
Thus, the result found in the current study showed that students appeared to accept multimodal
texts in English foreign language teaching and this research is useful for teachers and students
as a practical guide on how to implement multimodal texts based on the tasks introduced in this
article. And finally, we may say that the outcomes of the current article support and reinforce
previous research studies regarding multimodality in teaching and criteria for choosing the
appropriate pedagogically designed multimodal texts.
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