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Multimodality in English Language Teaching: A Review of L2 Multimodal Composition

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This paper examines the role of multimodality in English Language Teaching (ELT), emphasizing its capacity to enhance meaning-making and communication through diverse semiotic modes, including text, images, gestures, and digital tools. The review aims to explore how multimodal approaches can enrich English Language Learners’ (ELLs) academic and social experiences. Using a systematic research synthesis methodology, the study analyzes 30 empirical studies in second language (L2) contexts, focusing on five key areas: (a) digital technologies, (b) EFL contexts, (c) adolescent ELLs, (d) inand out-of-school settings, and (e) writing genres (narrative, expository, and argumentative). The paper concludes with pedagogical recommendations and future research directions to promote dynamic and inclusive ELT practices, while also addressing notable limitations. These findings provide valuable insights for ELT researchers and educators seeking to implement multimodal frameworks that support holistic and engaging language learning environments.

Abstract

This paper examines the role of multimodality in English Language Teaching (ELT), emphasizing its capacity to enhance meaning-making and communication through diverse semiotic modes, including text, images, gestures, and digital tools. The review aims to explore how multimodal approaches can enrich English Language Learners’ (ELLs) academic and social experiences. Using a systematic research synthesis methodology, the study analyzes 30 empirical studies in second language (L2) contexts, focusing on five key areas: (a) digital technologies, (b) EFL contexts, (c) adolescent ELLs, (d) inand out-of-school settings, and (e) writing genres (narrative, expository, and argumentative). The paper concludes with pedagogical recommendations and future research directions to promote dynamic and inclusive ELT practices, while also addressing notable limitations. These findings provide valuable insights for ELT researchers and educators seeking to implement multimodal frameworks that support holistic and engaging language learning environments.

참고문헌 (67)

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