The documents discuss the use of multimodal texts, such as films and videos, in English language teaching. Using films can improve learners' comprehension skills by providing examples of authentic language use. A study found that English learners who read a book and watched the film version showed better understanding of vocabulary, grammar, and cultural aspects compared to learners who just read the book. For young learners, multimodal texts like picture books, songs and videos that combine visual and auditory elements can support language learning when used repeatedly in the classroom. Teachers must carefully select age-appropriate multimodal materials and guide learners in processing the multiple modes of meaning.

1. Multimodal Teaching
Aryani Andrieza
202000010004

2. Multimodality in Learning
 Multimodality in learning is an active,
student-centred approach in which students
select the resources mostly relevant to them
(Mayer, 2001)
 Multimodality refers to the fact that
meanings are not only constructed and
transmitted through language, but also
through other modes, such as image,
gesture, movement, music, or sound (Jewitt
and Kress 2003).

3. Multimodal Texts
 It combines two or more semiotic systems.
 Linguistic, visual, audio, gestural, spatial
 Multimodal text can be print, physical or digital

5. 1. Have you ever combine your
teaching using multimodal texts? 2.
How and what kind of multimodal
texts you use?

6. Journals
Sarıçoban, Arif, and Yürük, Nurcihan. "The Use of Films as a Multimodal Way to Improve Learners'
Comprehension Skills in Reading in English Language and Literature Department at Selçuk
University." Turkish Online Journal of English Language Teaching, vol. 1, no. 3, 17 Sep. 2016.
Kaminski, Anet. “Young learners’ engagement with multimodal texts.” ELT Journal, vol. 73, no. 2, April
2019. (p. 175–185.)

7. Sarıçoban, Arif, and Yürük, Nurcihan. "The Use of Films as a
Multimodal Way to Improve Learners' Comprehension Skills in
Reading in English Language and Literature Department at
Selçuk University

8.  According to Sarıçoban and Yürük (2016), challenge in Education right now:
Distinguish the new learning and literacies that are required to effectively take place in and
contribute to 21st
Solution:
 Engage learners in observing and evaluating the communication frameworks to which
they have contact.
 A movement and widening as far as what we esteem as literacy practice.
 Films can give pleasant language learning chances to EFL students in a non-native
teaching environment.

9.  Language based communication more visual-based communication
Many language courses ignore or downplay the visual and continue to give the language-
based text primacy

10.  Lemke (2007)
Literacy is “a set of cultural competences for making socially recognizable meanings by the
use of particular material technologies”
All literacy is multimedia literacy; there must always be a visual or vocal realization of
linguistic signs that also carries non-linguistic meaning.
 Hill (2004)
“Many students arrive at the university with apparently little experience with the written
word”

11.  Increase visual literacy and textual literacy at the same time
 Utilizes students’ increased experience in visual communication to help them better understand
the language-based communication with which they are less familiar.
 To broaden existing analytical frameworks that are taught to language learners so that they
represent the full spectrum of modes of communication
Using films and other multimedia instruments are essential and efficient ways to fulfil the
needs of learners in terms of creating competent learners in communication.

12. Do you think using films or video clips can help
students to have better comprehension of the
language? Why do you think so?

13. Using Film in EFL Classroom
 Film as language instruction: viable way of increasing students’ multimodal literacy
without detracting from their instruction in word-based literacy.
 Current technology has allowed the visual to become the prominent means of
communication to which we are exposed.

14. Using Film in EFL Classroom (Cont’d)
 Ismaili (2013): films expand the scope of classroom teaching strategies
and assets furthermore broaden the educational programs.
 Champoux (1999): film scenes can make it less demanding to teach
abstract themes and ideas on account of their visuality.
 Allan (1985) highlights the realistic samples that the films empower.

15. Advantages of Using Film to Teach Languages
 Used of films foreign language education:
 Model of language use (improve listening comprehension, enrich vocabulary, and develop translingual
competence)
 Model and reflection of the target cultural artifacts, values, and behaviours, and develop students’
transcultural competence.
 The use of film can uphold the motivation of the learners, because of its playful component
 Provides an ideal vehicle for active learning, as well as encouraging interaction and participation.

16. Advantages of Using Film to Teach
Languages (Cont’d)
The communicative potential of Film use:
 Facilitates comprehension activities that are perceived as ‘real’
 Creates a curiosity gap
 Helps to explore non-verbal elements;
 Improves oral and aural skills (Altman, 1989);
 Provides meaningful contexts and vocabulary

17. Advantages of Using Film to Teach
Languages (Cont’d)
 According to Sherman (2003):
 It is possible to screen complete films or short extracts of films (clips).
 Films can be used just for enjoyment (creating a positive atmosphere in the classroom)
 Films can provide a stimulus for other activities (listening comprehension, debates on social issues, raising
intercultural awareness, being used as a moving picture book or as a model of the spoken language)

18. Advantages of Using Film to Teach
Languages (Cont’d)
 Ways of using films in the classroom will depend on the film itself:
 Fiction films tell a fictional story or narrative
 Documentary films are a visual expression attempting to ‘document’ reality
 Short films are generally longer than one minute and shorter than 15 minutes
 Films make meaning through a powerful combination of different modes of communication such
as written text on the screen, spoken language, moving images, music and sound effects

19. Research Method
 Method: quasi-experimental, aims to gather quantitative data about the participants.
 Material: “Elizabeth: The Golden Age” (books and movie)
 The participants were given one-month period to finish the book
 Participants: 52 sophomore students (age between 19-21). The level of English of the participants was
B1+.
 Control group: Only reads the book
 Experimental group: Reads and watch the film of the book
 Data collection: Questionnaire
 Format inspired by Tuncay (2014): items related to authentic language usage, grammar and structure,
perceptive and receptive skills, appreciations of a target language and filming arts, vocabulary and authentic
expressions and critical thinking skills.

20. Results
 Using film in a language classroom may be beneficial for them in general
 Helped gain knowledge of how the authentic language is used in various contexts and
settings
 Improved receptive skill (listening)
 Learning more about grammar and structure
 Improving how TL is used for different functions and purposes within a context.
 Learn more about vocabulary and authentic expressions
 Understand and appreciate the life in target language country.
 Understand the difference between the use of TL in the classroom and real situation

21. Kaminski, Anet. “Young learners’ engagement with
multimodal texts.” ELT Journal, vol. 73, no. 2, April 2019.
(p. 175–185.)

22. Teaching Young Learners in Classroom
 Teaching of languages to young learners (Edelenbos, Johnstone and Kubanek 2006):
 Stressed holistic
 Visual
 Multi-sensory approaches to language learning (Children’s stories, rhymes, and songs)
 The focus shift from form to meaning
 The combination of visual and acoustic elements of language support comprehension
(Fleta 2017).
 ‘words and pictures’ help to ‘make sense of the world’ and of their own emotions
(Ghosn 2013:7).

23. Material of Teaching Young Learners in
Classroom
 Listening to stories and poetry: sensitized to phonological, lexical, and grammatical
patterns, aids linguistic development (Bland 2015; Fleta 2017).
 Stories, rhymes, and songs: accessible to learners through modern media outside
school
 Visual and acoustic stimuli: positive impact on language learning (listening and
speaking)
 DVDs, messages on the internet, and video games foster oral fluency; as input for
classroom activities’ (de Wolf, Smit and Lowie 2017: 349).

24. Young learners’ encounters with multimodal
texts in their EFL classrooms
 Picture books
 Drama
 Story apps
 Video recording and learner interviews
 Action songs

25. Challenges
 Teachers:
 Guide learners’ exposure to multimodal texts
 Understand language learning through multimodal features of a text
 Depends on learners' determination
 Learners:
 Attractiveness to multimodal features causes some concern on how it can be
utilized to impact positively on language learning is still unresolved.

26. Research Method
 Data Collection:
 Use of songs, chants and stories in a primary school setting in a semi-urban context in
Germany
 Multi-method design, questionnaires for teachers, classroom observations, interviews with
learners and teachers
 Participants:
 24-25 learners between 8-10 years of age.
 The teacher spoke mainly English
 Material:
 The story April Weather (Diekmann 2008)
 The Every Kind of Weather Song (Boogie Beebies 2005)
 The Football Warm-Up (video clip)

27. Research Method (Cont’d)
 Analysis
 Field notes and audio-recordings
 Findings
 Learners joined in with the teacher
 Learners contributions were non-verbal as well as verbal (imitating actions encouraged by the
teacher)
 Learners also joined in onomatopoeic expressions
 Familiar words unprompted and without being asked to do so.

28. Results
 Learners responds
 Movement, sound effects, and speech where they could
 construct meaning from what they saw, not necessarily from what they heard
 Learners seemed content with a partial understanding of the situation,
and imitated speech without knowing its exact meaning.
 Young learners’ focus more to multimodal features than word meanings

29. Discussion
 Repeated exposure and joint performances creates opportunities for language learning.
 Saying a word or multi-word item repeatedly: practice its phonological form
 Immediate imitation of language: regarded as a valuable learning mechanism
 Revisiting the same text: processing the multimodal input
 Repeated encounters with multimodal texts create opportunity to build up a repertoire of memorized,
prefabricated language
 ‘children experience a sensory pleasure in meaningful repetition’ (Bland 2015: 163).
 Repeated performances allow for frequent usage, which impacts positively on memory of phonological,
lexical, and syntactical representations of language (e.g. Ellis, O’Donnell, and Römer 2015).

30. Conclusion
 Multimodal texts help improved students in EFL Classrooms
 Age and proficiency level of English needs to be taken as consideration to choose the types of
multimodal texts
 In using film the proficiency level of the learners and the intelligibility of the film are essential.
 Repeated exposure and joint performances is needed in young learners’ class to process multimodal
input
 Students' learning needs and proficiency level can give pleasant language learning chances to
EFL students in a non-native teaching environment