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

Egileak

  • Youssef Tirizite Sidi Mohamed Ben Abdellah University, Fes, Morocco
  • Driss Marjane Sidi Mohamed Ben Abdellah University, Fes, Morocco

DOI:

https://doi.org/10.46827/ejfl.v8i3.5557

Gako-hitzak:

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

Laburpena

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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Egileen biografiak

  • Youssef Tirizite, Sidi Mohamed Ben Abdellah University, Fes, Morocco

    Youssef Tirizite is a PhD candidate at Sidi Mohamed Ben Abdellah University in Fes, Morocco. He holds a Master's degree in Specialized Translation and Translation Technology. He is currently working as the ESP program coordinator at the American Language Centre of Marrakesh, Morocco. His academic interests include ESP, communicative competence, course design, learner agency, differentiated instruction and multimodal literacy.

  • Driss Marjane, Sidi Mohamed Ben Abdellah University, Fes, Morocco

    Driss Marjane is an Associate Professor of general linguistics at Sidi Mohamed Ben Abdellah University in Fez, Morocco. Author of articles on computer-aided language instruction in Moroccan sociolinguistics, as well as a volume on comparative Arabic syntax and an anthology of Moroccan poetry translated into English.

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Deskargak

Argitaratua

2024-08-31

Zenbakia

Libk. 8 Zk. 3 (2024)

Atala

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