2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills
| Format: | General Document |
|---|
| _version_ | 1860798346535370752 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2024-11-24 |
| format | General Document |
| id | 17399 |
| institution | UniSZA |
| originalfilename | STUDENTS’ AND TEACHERS’ PERCEPTIONS ON MULTIMODAL TEACHING APPROACH IN WRITING SKILLS (MASTER_2024).pdf |
| person | Zulfa Azizaturrohmi |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=17399 |
| sourcemedia | Server storage Scanned document |
| spelling | 17399 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=17399 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 www.ilovepdf.com Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access Universiti Sultan Zainal Abidin Copyright©PWB2025 Indonesia 136 Teachers—Attitudes Students—Attitudes Dissertations, Academic Second language acquisition 2024-11-24 Zulfa Azizaturrohmi Writing Skills 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills uuid:c2b5cfc5-e9f2-4c28-bd3f-df2e9cb4171b STUDENTS’ AND TEACHERS’ PERCEPTIONS ON MULTIMODAL TEACHING APPROACH IN WRITING SKILLS (MASTER_2024).pdf English as a foreign language (EFL) Students’ perceptions English language teaching Teachers’ perceptions English language—Study and teaching—Indonesia Multimodal teaching approach Multimodal learning Digital and multimodal writing Writing instruction English language—Writing—Study and teaching Multimodal learning Educational technology in language teaching Writing—Study and teaching (Higher education) Introduction: Untrained English instructors, ineffective writing methods, low motivation and lack of vocabulary contribute to low proficiency in writing skills. A multimodal approach in learning writing allows for better communication and expression of personal identities through various modes of representation. Students’ and teachers’ unfamiliarity with digital and multimodal writing in classroom practice also become the ultimate concern in teaching and learning. In Indonesia, there is a dearth of practice among English language teachers using a multimodal teaching approach in teaching writing. Therefore, this study seeks to investigate the perceptions of students and teachers on a multimodal teaching approach in writing classrooms. Methodology: This study adopted a mixed-method triangulation research design utilising survey and interview as data collection methods. Ninety-seven university students were selected and five English language teachers from Hamzanwandi University were also involved as participants through a non-probability purposive sampling. The first phase involves a questionnaire survey consisting of 31 items, comprising two categories: (1) students’ understanding of multimodal learning approach and (2) benefit and excitement. Meanwhile, for the qualitative data, semi-structured interviews were utilised to gather in-depth responses. The interview questions were divided into three main categories, namely teachers’ perception of multimodal learning in writing skills, the benefits of the multimodal teaching approach, and the challenges of integrating multimodal learning in teaching writing skills. Quantitative data were extracted from the survey and analysed using descriptive statistics to identify percentage, mean and standard deviation, while qualitative data were analysed using thematic analysis. Findings: The study shows some positive effects of the multimodal teaching approach on the writing skills and perceptions of Hamzanwandi students and teachers. In addition, the statistics show that students agreed that learning writing skills that integrate visual texts, images and videos stimulate their interest and motivation to write. Furthermore, the integration of technology in writing tasks helps them to perform better in writing skills. Teachers’ perceptions and attitudes were positive and neutral when implementing the multimodal teaching approach in their lessons. By choosing various modes in learning writing skills, students have opportunities to process information through visual, audio, video and other modes. Conclusion: This study demonstrates that multimodal learning approaches promote and motivate deeper understanding among students in learning writing skills. The teachers were also excited and enthusiastic to accept new media and methods into their teaching process. This study was significant for both students and teachers at any level of schooling to employ multimodality in classes. By incorporating multimodal approaches into the instruction of writing, students can be taught in a manner that stimulates the classroom environment and promotes an enjoyable learning process. Besides, the study recommends that the multimodal approach can also be implemented in actual practice in teaching writing skills and other English skills to provide a wider impact of multimodal teaching approaches, particularly in the Indonesian EFL context. Thesis |
| spellingShingle | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| state | Terengganu |
| subject | Teachers—Attitudes Students—Attitudes Dissertations, Academic Second language acquisition English language—Study and teaching—Indonesia English language—Writing—Study and teaching Multimodal learning Educational technology in language teaching Writing—Study and teaching (Higher education) |
| summary | Introduction: Untrained English instructors, ineffective writing methods, low motivation and lack of vocabulary contribute to low proficiency in writing skills. A multimodal approach in learning writing allows for better communication and expression of personal identities through various modes of representation. Students’ and teachers’ unfamiliarity with digital and multimodal writing in classroom practice also become the ultimate concern in teaching and learning. In Indonesia, there is a dearth of practice among English language teachers using a multimodal teaching approach in teaching writing. Therefore, this study seeks to investigate the perceptions of students and teachers on a multimodal teaching approach in writing classrooms. Methodology: This study adopted a mixed-method triangulation research design utilising survey and interview as data collection methods. Ninety-seven university students were selected and five English language teachers from Hamzanwandi University were also involved as participants through a non-probability purposive sampling. The first phase involves a questionnaire survey consisting of 31 items, comprising two categories: (1) students’ understanding of multimodal learning approach and (2) benefit and excitement. Meanwhile, for the qualitative data, semi-structured interviews were utilised to gather in-depth responses. The interview questions were divided into three main categories, namely teachers’ perception of multimodal learning in writing skills, the benefits of the multimodal teaching approach, and the challenges of integrating multimodal learning in teaching writing skills. Quantitative data were extracted from the survey and analysed using descriptive statistics to identify percentage, mean and standard deviation, while qualitative data were analysed using thematic analysis. Findings: The study shows some positive effects of the multimodal teaching approach on the writing skills and perceptions of Hamzanwandi students and teachers. In addition, the statistics show that students agreed that learning writing skills that integrate visual texts, images and videos stimulate their interest and motivation to write. Furthermore, the integration of technology in writing tasks helps them to perform better in writing skills. Teachers’ perceptions and attitudes were positive and neutral when implementing the multimodal teaching approach in their lessons. By choosing various modes in learning writing skills, students have opportunities to process information through visual, audio, video and other modes. Conclusion: This study demonstrates that multimodal learning approaches promote and motivate deeper understanding among students in learning writing skills. The teachers were also excited and enthusiastic to accept new media and methods into their teaching process. This study was significant for both students and teachers at any level of schooling to employ multimodality in classes. By incorporating multimodal approaches into the instruction of writing, students can be taught in a manner that stimulates the classroom environment and promotes an enjoyable learning process. Besides, the study recommends that the multimodal approach can also be implemented in actual practice in teaching writing skills and other English skills to provide a wider impact of multimodal teaching approaches, particularly in the Indonesian EFL context. |
| title | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| title_full | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| title_fullStr | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| title_full_unstemmed | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| title_short | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| title_sort | 2024_students’ and teachers’ perceptions on multimodal teaching approach in writing skills |