International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 | Vol. 5 No. 2 [June 2023]
Journal website: http://myjms.mohe.gov.my/index.php/ijeap
A CONCEPTUAL FRAMEWORK TO EXAMINE THE USE OF MULTIMODAL APPROACHES IN THE TERTIARY-
LEVEL ENGLISH LITERATURE CLASSROOM
Collin Jerome1*, Gaddiel Kudi Donny2 and Ahmed Shamsul Bahri Mohamad Tuah3
1 2 3 Faculty of Language and Communication, Universiti Malaysia Sarawak, Kota Samarahan, MALAYSIA
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 31 May 2023 Revised date : 1 June 2023 Accepted date : 2 June 2023 Published date : 5 June 2023
To cite this document:
Jerome, C., Donny, G. K., & Mohamad Tuah, A. S. B. (2023). A
CONCEPTUAL FRAMEWORK TO EXAMINE THE USE OF
MULTIMODAL APPROACHES IN THE TERTIARY-LEVEL ENGLISH LITERATURE CLASSROOM.
International Journal of Education and Pedagogy, 5(2), 87-100.
Abstract: The use of multimodal approaches in the English literature classroom has gained popularity in recent years as a result of the surge in educational technology and an increase in social media use.
Numerous studies have examined the impact of this phenomenon, but the focus is primarily on the effects on student learning. Much more needs to be known about the implementation of multimodal approaches and their impact on both English literature educators and students, as well as other aspects of English literature instruction. This article proposes a conceptual framework for a future study that seeks to examine the use of multimodal approaches in Malaysian tertiary- level English literature classrooms. The article begins with a review of the existing literature in the field, followed by an identification of the research gaps. The article then presents the research problem, the overall aim and objectives, followed by the methods used by the prospective study. The article concludes with the proposed conceptual framework and its pedagogical implications.
Keywords: Conceptual framework, multimodality, English literature, tertiary education, Malaysia.
1. Introduction
Multimodal approaches have gained popularity among English literature educators in recent years. This is largely caused by the rise of social media and educational technology and their integration into English literature instruction. Multimodal approaches in the English literature classroom can be referred to the use of different modes or sources of meaning-making such as written and audio-visual materials, as well as gestures and spatial elements. The approaches are often used not only to enhance students' retention and comprehension of literary works but also their experience and engagement with literature. Additionally, multimodal approaches are utilized to aid or enhance other aspects of English literature instruction such as lesson planning and execution, learning tasks and activities, and assessment and evaluation.
To date, there have been numerous studies examining the application of multimodal approaches in English literature lessons across different educational levels. The focus, however, has primarily been on the effectiveness of these approaches, particularly on students' literature learning. And yet, there remains a gap in our knowledge regarding the implementation of these approaches and their impacts on both teachers and students. This knowledge gap can be presented in the following questions:
⚫ What are the types of multimodal approaches used in tertiary-level English literature classrooms, and the reasons for using them?
⚫ How are these approaches utilized in tertiary-level English literature lessons?
⚫ What effects do these approaches have on the teaching methods used by educators in their literature lessons?
⚫ What effects do these approaches have on students’ multimodal learning styles and preferences?
⚫ What are the benefits and drawbacks of using multimodal approaches in tertiary-level English literature classrooms?
The questions are worth answering because they may offer further valuable insights into the phenomenon that is currently taking place in today’s English literature instruction.
To address this knowledge gap, the article proposes a conceptual framework for a future study that aims to examine the use of multimodal approaches in the Malaysian tertiary-level English literature classroom. The teaching of English literature at Malaysian higher institutions of learning presents a unique case and context for future study. This is so for several reasons:
First, universities in Malaysia -both public and private-owned- offer specialized literature and language studies programmes, in addition to English language teaching programmes such as Teaching English as a Second Language (TESL), Teaching English as a Foreign Language (TEFL), and Teaching English to Speakers of Other Languages (TESOL). These programmes integrate English literature into their syllabi and curriculum. Second, most of these programmes, especially TESL, TEFL, and TESOL are designed to equip graduates with the essential skills and knowledge to teach English literature at different levels of education. And third, universities in Malaysia are required to develop sustainable literature and language programmes that are sustainable to meet the changing educational landscape (Cloonan, 2015;
Chan, Chia, & Choo, 2017; Hazard, 2019; Siyaswati, 2020; Mira & Gracia, 2021) in today's digital world. This change can be observed in the growing and urgent need to integrate multiliteracies, multimodality, and 21st-century learning competencies.
The article begins with a review of the existing literature in the field, followed by an identification of the research gaps. The article then presents the research problem, the overall aim and objectives, followed by the methods used by the prospective study. The article concludes with the proposed conceptual framework and its pedagogical implications.
2. Literature Review
As previously mentioned, multimodal approaches involve the use of diverse modes or sources of meaning-creation including written and audio-visual materials, and gestural and spatial elements (The New London Group, 1996; VARK Learn n.d.). The use of these approaches often takes into consideration various learning styles and preferences among students such as visual, auditory, kinesthetic and read/write (Fleming, 2001). The approaches also take into account the teaching methods, strategies, and approaches that educators use in their instruction, intending to enhance students' comprehension, knowledge and skills retention and application.
Before we proceed to the review of related literature in the field, it is important to provide a brief background to the term multimodality. This term was introduced by the New London Group in 1996 in their conceptualization of multiliteracies and multimodality. The group argued for a change in the way students learn, given the change within the educational landscape. Such change was attributed to the transformations of communication channels (e.g.
from traditional to digital media) and modes of learning (i.e., from traditional to digital acquisition of knowledge) that required educators to equip students with the essential knowledge and skills to adapt to these transformations. According to the group, one of the ways to accomplish this is to move beyond text-based literacy by integrating multiliteracies and multiple modes or sources of meaning-making into instruction.
The need to do this has become more urgent today given the increasing prevalence of multimodality and 21st-century challenges in today's heavily digitally-influenced education (Cloonan, 2015). English literature education is not excluded from these transformations. As mentioned earlier, multimodal approaches are evident in English literature instruction through the educators' use of various modes or sources of meaning construction. This has an impact on students' learning because multimodal approaches not only recognize their multiple learning styles and preferences but also aim to create a more interactive and inclusive English literature instruction.
Thompson and McIlnay (2019) among other scholars have argued for the need to use multimodal approaches in the teaching and learning of English literature. This is so for several reasons: first, to meet the demands of multiliteracies today, it is critical to teach students visual literacy while keeping them motivated and inculcating upon them the love of reading literature and other text forms; second, to fulfil the ever-changing educational standards, it is important to reinvigorate curricula and enhance students' learning engagement. This can be achieved through the integration of non-conventional texts and multimodal reading strategies in instruction; third, the implementation of multimodal approaches in English language instruction has had positive effects, including enhanced confidence and motivation among students, as well as comprehension and retention.
Thompson and McIlnay are not alone in their view regarding the impact of multimodal approaches on student learning. Studies by Pillai (2010), Freyn (2017), Tao (2020), and Nhemachena and Nyoni (2021) to name a few have found that multimodal approaches can increase students' motivation, improve their critical thinking skills and overall outcomes of English literature instruction. Pillai (2010), on the one hand, argued that teaching literature in English to Malaysian tertiary students can be enhanced by incorporating multiple meaning- making modes or resources such as music and popular television into English literature lessons.
Pillai (2010) conducted a study through a literary theory course that she taught to her students over 12 weeks. Various reading approaches were utilized throughout this period, in addition to the use of multimodal materials such as music videos, movies, and popular television series to teach related course key terms and concepts. Interviews with her students revealed that the incorporation of multiple modes of meaning-making not only enhanced comprehension of the key terms and concepts but also student engagement and participation. This was largely attributed to the interplay of various modes such as audio, visual, spatial, verbal, linguistic, and kinesthetic.
On the other hand, Freyn (2017) contended that can help increase appreciation of literature among students, while nurturing creativity and critical thinking skills. Freyn researched the effects of multimodal approaches on Ecuadorian university students' attitudes towards English poetry. Over five weeks, a wide range of multimodal strategies were used including watching video poems on YouTube and TV sports commercials, as well as choral reading, accomplishing audio recording and final year projects. Students' responses, which were gathered through an end-of-course survey revealed that the multimodal English poetry instruction had a positive impact on student learning. Students found that the lessons were not only interactive and engaging, but had helped them to see poetry in a more positive light.
Tao (2020) maintained that computer network network-based multimodal teaching approaches could prove useful for English literature instruction, particularly the teaching of American and English literature to Chinese students. These approaches involved the use of multiple computer networks resources such as network screenshots, videos, movies, pictures, and sounds. Tao (2020) argued that unlike the traditional literature teaching methods (e.g., text-based/text- oriented), computer network-based multimodal teaching presented new learning experiences and possibilities for students, where they could leverage their senses to experience and engage with literary works in a more meaningful and interactive way.
The study by Nhemachena and Nyoni (2021) on the use of multimodality in teaching English literature to Zimbabwean students is also worth mentioning. The study involved ESL learners studying Literature in English in the Gweru District of the Midlands Province in Zimbabwe.
Multiple data collection instruments were used including interviews with the teachers and students, analysis of academic documents, syllabi and curricula, as well as class observations.
The study found that both teachers and students viewed the multimodal approach to be effective in the teaching and learning of English literature. The students, in particular, found that the use of multiple meaning-making resources during literature instruction enabled them to improve their comprehension of literary texts compared to the use of a monomodal approach (text- oriented/text-dependent).
Studies conducted by Freyn, Tao, Nhemachena, Nyoni, and Pillai have certainly provided useful insights into the effectiveness of multimodal approaches in teaching literature in ESL/EFL classrooms, particularly in terms of their positive impact on students and their learning. However, much more needs to be known about the implementation of multimodal approaches and their effects on other elements within English literature instruction. More precisely, further research is required to address the following questions: How and why do English literature educators employ certain multimodal approaches in their lessons? How do way these approaches affect both educators and students? How do these approaches affect other aspects of English literature classrooms such as the educators’ methods of teaching literature and the students' multimodal learning styles and preferences?
2.1 Problem Statement
The use of multimodal approaches in English literature classrooms is currently experiencing a surge in popularity. This is largely attributed to the incorporation of educational technology and social media in English literature instructions across various educational levels. While there are many studies examining the phenomenon, the focus has been on the effectiveness of multimodal approaches and their impact on students. This leaves a gap in our understanding of the implementation of multimodal approaches in the English literature classroom and their diverse impacts on both teachers and students and other aspects of English literature instruction.
More specifically, there is a need to establish the correlation between the specific types of multimodal approaches employed in the English literature classroom and other factors such as the literary genres or texts being taught, the role of multimodal designs in meaning-making, the teaching methods employed by English literature instructors, and the influence of students' multimodal learning styles and preferences. The exploration of such relationships necessitates the development of a conceptual framework, which can enrich our comprehension of the phenomenon being investigated.
3. Method
3.1 Research Design
As discussed earlier, this article introduces a conceptual framework intended for a forthcoming study that seeks to investigate the application of multimodal approaches within tertiary-level English literature classrooms. The specific objectives are to investigate the diverse multimodal approaches utilized, and the justifications underlying their implementation; to examine how the multimodal approaches are incorporated into the lessons; to explore how multimodal approaches influence educators' literature teaching methods; to analyse how multimodal approaches affect students' multimodal learning styles and preferences; and to explore the benefits and drawbacks associated with the use of multimodal approaches in tertiary-level English literature instruction and learning.
The future study will employ a case study approach, with an emphasis on the exploratory case study design. According to Creswell (2014), case studies involve conducting an in-depth analysis of a defined case, such as an activity or event, activity or process. This type of research gathers detailed information through a wide range of data collection methods over an extended period. Case studies are commonly used in many fields, particularly in evaluation (Creswell, 2014). In contrast, exploratory case studies investigate phenomena that have not yet been
studied or explore specific research sites that have limitations in terms of the methods used (Mills, Durepos, & Wiebe, 2010). This type of case study is often used as a preliminary step in a larger exploratory or causal research that explores new areas of scientific investigation where research questions have not been established, or data needed for a hypothetical formulation has not yet been gathered (Mills, Durepos, & Wiebe, 2010). For example, a researcher who wishes to conduct an exploratory study on the reading process among students would ask questions such as "Do students utilize specific strategies when they read a text"? "If so, how are those strategies and how often/frequently do they use them?" (Zainal, 2007). The exploratory case study design is appropriate for future study as it aims to analyze the implementation of multimodal approaches in tertiary-level English literature classrooms and evaluate its impact on lecturers and students.
3.2 Participants
As previously mentioned, the future study focuses on the unique case of tertiary-level English literature classrooms in Malaysia for several reasons. Firstly, numerous public and private universities in the country offer specialized programs in literature and language studies, as well as Teaching English as a Second Language (TESL), Teaching English as a Foreign Language (TEFL), and Teaching English to Speakers of Other Languages (TESOL) programs. These programs integrate the teaching and learning of English literature into their syllabi and curricula. Secondly, some of these programs are specifically designed to equip students with the necessary knowledge and skills to teach English literature across various education levels.
The participants of the future study will comprise lecturers and students from selected higher learning institutions in both West and East Malaysia. The criteria for selection resemble those of Too's (2017) study, in that these institutions have control over the curriculum for their respective English literature courses and autonomy over the courses they offer. The imminent study will employ the purposive criterion sampling method to recruit the targeted participants.
The basic criteria for determining the participants include university lecturers and students from tertiary-level English literature classrooms who can provide the information required for the study.
3.3 Instruments and Materials
To achieve the research objectives, a diverse range of data collection methods and sources will be utilized, including interviews, observations, and related documents such as written and audio-visual materials from participants. The future study aims to investigate the various multimodal approaches employed in English literature classrooms at the tertiary level and the reasons behind their use. Moreover, the prospective study seeks to evaluate the impact of these approaches on both lecturers and students and explore their advantages and limitations in the teaching and learning of English literature. Specific interview questions will be designed to elicit information from participants regarding the different types of multimodal approaches employed in English literature classrooms, their effects, and the benefits and limitations of incorporating them. Interview protocols will be prepared to record the participants' answers and observational protocols to record information during observations. A document analysis protocol will also be prepared to ensure an accurate recording of all necessary information for analysis. These protocols will be developed based on three sources: the research objectives; the conceptual framework utilized in the study; and previous studies on multimodality in the ESL/EFL classroom by Pillai (2010), Pillai and Vengadasamy (2010), Ganapathy and Seetharam (2016), Freyn (2017), Kustini, Suherdi, and Musthafal (2018), Phengsuai and Suwanarak (2020) and Nhemachena and Nyoni (2021).
3.4 Data Collection and Analysis Procedures
The participants will comprise English literature lecturers and students from the selected universities. They will be identified and contacted through phone calls, emails, and WhatsApp.
Before data collection, permission will be sought from the participants. The identified lecturers will be requested to provide relevant documents including the syllabus and curriculum of English literature, lesson plans and teaching materials (e.g., audio-visual materials). The interviews will begin after receiving the participants' informed consent. The interview process will commence with a brief introduction of the study, followed by the main questions and probes. Audio recordings of the interviews will be made and then transcribed verbatim. The interview sessions will last between 20-30 minutes each. The observation will take place during the lecturers' English literature class time. They will be observed in terms of how the planned lesson is delivered and the ways the multimodal approaches are used throughout the lesson.
The interview data will be analysed using Creswell’s (2014) data analysis for qualitative research as shown in Figure 1.
Figure 1: Data Analysis for Qualitative Research
Image Credit: Creswell, J. W. (2014). Research designs; Qualitative, quantitative, and mixed methods approach.
Thousand Oaks, CA: SAGE Publications.
To complement Creswell’s analytical procedures, Braun and Clarke’s (2012) thematic analysis (TA) will be used to analyse the interview data. The stages involved in TA are as follows:
accustoming oneself to the data, concocting the initial codes, identifying the themes, reviewing potential themes, delineating and establishing the themes, and preparing the final report or write-up. To ensure reliability and validity, the researchers will adopt the recommended strategies by Creswell (2014). For reliability, the researchers will conduct pilot tests for all instruments and maintain consistency in their approach across different research that investigate multimodality in the ESL/EFL classroom. For validity, the researchers will employ Creswell’s (2014) validation strategies including triangulation of various data sources, member assessment, the use of in-depth analysis of findings, elucidation of researchers' biases, and the incorporation of discordant findings.
3.5 Ethical Consideration
Before the commencement of the future study, the researchers will obtain ethical approval from the university's research ethics committee. This is an important step to ensure researchers uphold ethical standards of genuine research, and that the research will be conducted with transparency, honesty, and rigour. Ethical approval is also important to ensure that participants are fully protected throughout the prospective study. Participants play a crucial role in future research, and therefore, the researchers will not treat them merely as sources of data. The participants will be informed that they have the right to know who has access to their data and how it will be used.
4. The Proposed Conceptual Framework
Figure 2 presents the conceptual framework for the future study.
Figure 2: The Proposed Conceptual Framework to Examine the Use of Multimodal Approaches in the Tertiary-Level English Literature Classroom
The framework draws upon established literature teaching methods, incorporating the multimodal designs proposed by the New London Group (1996) and the Visual, Aural, Read/Write, and Kinesthetic (VARK) model for understanding multimodal learning styles and preferences developed by Neil Fleming (2001).
4.1 Literature Teaching Methods
There are several methods or approaches that educators can employ to teach literature and, in the process, engage students and enhance their understanding and appreciation of literary works. Various scholars including Al-Mahrooqi (2012), Divsar (2014), Sii and Chen (2016) Mustakim, Mustapha, and Lebar (2014), Affendi and Aziz (2020), Engku Atek et. al., (2021) and Mohamad Fikray and Habil (2022) have discussed in their works numerous literature teaching methods in the English as a Second Language (ESL) and English as a Foreign Language (EFL) classrooms. The approaches among others include:
⚫ The language-based approach focuses on enhancing students’ language skills and proficiency through literature. When reading literary works, students are exposed to elements of the target language such as grammar, vocabulary, and sentence structure.
⚫ The personal-response approach focuses on developing students' responses to literature.
When reading literary works, students are encouraged to interpret and make sense of the author's meanings based on their personal experiences and thoughts.
⚫ The information-based approach views literature as a source of knowledge. When working with literary texts, students may not only be able to obtain pertinent information about them, but also some knowledge about themselves and others, and ultimately the world.
⚫ The moral-philosophical approach regards literature as the fount of moral values. When engaging with literary texts, students are encouraged to explore ethical values and moral principles that the author conveys and to reflect on them.
⚫ The stylistic approach emphasizes the development of students' deep and meaningful comprehension of literature. This can be accomplished through various related tasks or activities that involve textual analysis, interpretation, and appreciation.
⚫ The paraphrastic approach stresses making literature more accessible and comprehensible for students. This often involves simplifying, translating or paraphrasing literary texts to enable students to read, understand, and appreciate them in a meaningful way.
4.2 The Multimodal Designs
Multimodal designs consist of six major modes: Linguistic Design, Visual Design, Audio Design, Gestural Design, Spatial Design, and Multimodal Design (The New London Group, 1996). Figure 3 shows details of the modes that are also known as the metalanguages or grammars of meaning-making.
Figure 3: Multiliteracies: Metalanguages to Describe and Interpret the Design Elements of Different Modes of Meaning
Image credit: The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures.
Harvard Educational Review, 66(1), 60-93. doi.10.17763/haer.66.1.17370n67v22j160u
The meaning-making process in Linguistic Design takes place through the engagement of various elements in texts such as vocabulary, modality, transitivity, coherence, and structure.
The same process is accomplished through the use of colours, perspectives, and vectors in the Visual Design, and through the use of music and sound effects in the Audio Design. Gestural Design, on the one hand, sees the creation of meaning through gesture, bodily physicality, sensuality, and behaviour. Spatial Design often involves ecosystemic, geographic, and architectonic elements in meaning construction. Finally, the Multimodal Design refers to the act of applying different modes simultaneously in creating meaning.
4.3 The VARK Model
The proposed conceptual framework draws upon Neil Fleming's (2001) VARK model. This model divides multimodal learning styles and preferences among learners into four types:
Visual, Aural, Kinesthetic, and Read/Write. Visual learners, on the one hand, prefer learning through the act of seeing visual materials such as graphs, charts, diagrams, and maps (VARK Learn, n.d.). Aural learners, on the other hand, favour learning by listening to audio materials such as recordings, discussions, and lectures (VARK Learn, n.d.). While Kinesthetic learners learn best by engaging in simulations, demonstrations, applications, and practice, Read/Write learners show a strong preference for written texts in processing information (VARK Learn,
n.d.). These texts include among others dictionaries, diaries, Powerpoint and written materials on the internet (VARK Learn, n.d.). Some learners can be further classified into three types based on their multiple learning styles and preferences: f1) the VARK type one refers to learners who can move from one style to another depending on their learning tasks; 2) the VARK type two refers to learners who cannot settle for a specific learning style until they are satisfied with results of using all learning styles in processing information; and 3) the VARK transition referring to learners who position themselves between VARK type one and VARK type two (VARK Learn, n.d.).
The literature teaching methods, the multimodal designs, and the VARK model are key components of the proposed conceptual framework that will be to examine the interplay of various constructs in the implementation of multimodal approaches within the tertiary-level English literature instruction. For instance, an English literature educator may use a specific multimodal approach for his or her lesson. This may be influenced by the multimodal design or designs that he or she chooses to teach a specific literary work. The utilization of the multimodal approach can be observed during the actual literature lesson, with the educator and students engaging with the literary work in a multimodal manner (e.g., the use of linguistic design in the form of texts; the use of audio and visual designs in the form of graphic images and audio-visual recordings). The multimodal literature lesson may have a diverse impact on students' multimodal learning styles and preferences (e.g., some students may enjoy the lesson because they prefer to learn the literature through multiple learning styles) and the educators' literature teaching methods (e.g., the multimodal approach may complement the English literature educator's use of the personal-response approach to teaching literature).
5. Conclusion
This article proposes a conceptual framework for a forthcoming study that seeks to examine the use of multimodal approaches in tertiary-level English literature classrooms. The motivation for this framework and the said study come from the knowledge gaps regarding the implementation of multimodal approaches in teaching and learning English literature at the tertiary level and their impact on both students and educators, as well as other aspects of English literature instruction and learning. The future study aims to address the following questions:
⚫ What are the types of multimodal approaches used in tertiary-level English literature classrooms, and the reasons for using them?
⚫ How are these approaches implemented in tertiary-level English literature lessons?
⚫ What effects do these approaches have on the teaching methods used by educators in their literature lessons?
⚫ What effects do these approaches have on students’ multimodal learning styles and preferences?
⚫ What are the advantages and disadvantages of using multimodal approaches in tertiary- level English literature classrooms?
To address these questions, a conceptual framework is developed by taking into account multiple literature teaching methods, multimodal designs in meaning-making (The New London Group, 1996), and the VARK model for multimodal learning styles and preferences (Fleming, 2001). The proposed framework and the findings of the future study will support tertiary-level English literature educators in designing literature courses that integrate
multimodal approaches and consider students' preferred multimodal learning styles.
Ultimately, this proposed framework has implications for English literature education, where multimodality and 21st-century learning competencies have become increasingly prevalent.
Instructors across all educational levels should be equipped to design literature courses or individual lessons that embrace multimodal approaches, foster 21st-century learning skills, and cater to students' preferred multimodal learning styles. This approach will lead to long-term benefits for both instructors and students, cultivating a more meaningful learning experience in the teaching of English literature.
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