ENHANCING STUDENTS’ READING COMPREHENSION OF RECOUNT TEXT WITH MULTIMODAL DIGITAL LITERACY
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Abstract
This study aims firstly to explain the use of multimodal digital literacy to boost students’ reading comprehension of recount text. Secondly, to describe students’ engagement in joining this learning model. It employed a qualitative method. Classroom action research with two cycles was used as the research design. Each cycle consisted of planning, acting, observing, and evaluating. The participants were thirty-ninth graders at the Islamic secondary school in Semarang Regency in the academic year 2024-2025. The pre-test, posttests, and observation guidelines were provided as data collection techniques. The results show that incorporating a genre-based approach and multimodal digital literacy can enhance students’ reading comprehension of recount text. Based on students’ achievement in the pretest, they reached 69, in post-test cycle 1, they achieved 75, and in post-test cycle 2, they obtained 84. Because students were intrigued by multimodal digital literacy, they were also delighted in putting this learning approach into practice. Their grasp of reading comprehension of recall texts was enhanced by the teacher. Together with their peers and the teacher, they studied the course materials. It can be concluded, this learning paradigm improves group work and interpersonal skills, raises learning motivation, and promotes active learners' involvement.Keywords: digital literacy, multimodal; reading comprehension; recount text; revolutionizing.
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References
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Araneda, C.L.M., & Fredes, B. . (2021). Incidence of multimodality and genre-based pedagogy on second grade students’ writing of descriptive reports. Ikala, 26(1), 19–39. https://doi.org/https://doi.org/10.17533/udea.ikala.v26n01a04
Burns, A. (2010). Doing action research in english language teaching a guide for practitioners. Routledge.
Creswell, J.W. & Timothy, C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE.
Dao, P. (2019). Effects of task goal orientation on learner engagement in task performance. International Review of Applied Linguistics in Language Teaching, 59(1), 315–334. https://doi.org/https://doi.org/10.1515/iral-2018-0188
Edo Marza, N., & Fortanet Gomez, I. (2022). New genres and new approaches: teaching and assessing product pitches from a multimodal perspective in the ESP classroom. Porta Linguarum: An International Journal of Foreign Language Teaching and Learning, 38(2), 65–81. https://doi.org/https://doi.org/10.30827/portalin.vi38.21621
Efron, S.E., Ravid, R. (2013). Action research in education. a practical guide. The Guilford Press.
Fedorenko, S., Voloshchuk, I., Sharanova, Y., Glinka, N., & Zhurba, K. (2021). Multimodality and digital narrative in teaching a foreign language. Arab World English Journal (AWEJ), Special Issue on CALL, 7(13), 178–189. https://doi.org/https://dx.doi.org/10.24093/awej/call7.13
Firmansyah, B. (2021). The effectiveness of multimodal approaches in learning. EDUTEC: Journal of Education and Technology, 4(3), 469–479. https://doi.org/https://doi.org/10.29062/edu.v413.194
Garcia-Pinar, A. (2019). The influence of TED talks on ESP undergraduate students’ l2 motivational self system in the speaking skill: A mixed method study. ESP Today, 7(2), 231–253. https://doi.org/https://doi.org/10.18485/esptoday.2019.7.2.6
Hellwig, A. F. J. (2022). Multimodal, Digital artefacts as learning tools in a University subject-specific english language course. International Journal of TESOL Studies, 4(2), 24–38. https://doi.org/https://doi.org/10.46451/ijts.2022.02.03
Henry, A., & Thorsen, C. (2020). Disaffection and agentic engagement: “Redesigning” activities to enable authentic self-expression. Language Teaching Research, 24(4), 456–475. https://doi.org/https://doi.org/10.1177/13621688187995976
Hira, A., & Anderson, E. (2021). Motivating online learning through project-based learning during the 2020 covid-19 pandemic. IAFOR Journal of Education, 9(2), 92–109. https://doi.org/https://doi.org/10.22492/ije.9.2.06
Hiver, P., Al-Hoorie, A.H., Vitta, J.P., & Wu, J. (2021). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 28(1), 201–230. https://doi.org/https://doi.org/10.1177/13621688211001289
Hoe, L.S., Chuan, T.C, H., & Jiea, P. . (2019). Enhancing student competencies through digital video production: A project-based learning framework. Journal of Business and Social Review in Emerging Economies., 5(1), 51–62. https://doi.org/https://doi.org/10.26710/jbsee.v5i1.508
Jiang, L., & Gao, J. (2020). Fostering EFL learners’ digital empathy through multimodal composing. RELC Journal, SAGE, 51(1), 70–85. https://doi.org/https://doi.org/10.1177/0033688219898565
Kaminski, A. (2019). Young learners’ engagement with multimodal text. ELT Journal, 73(2), 175–185. https://doi.org/https://doi.org/10.1093/elt/cc060
Kartika-Ningsih, H., & G. (2019). Recontextualisation of genre-based pedagogy: the case of Indonesian EFL classroom. IJAL: Indonesian Journal of Applied Linguistics, 9(2), 335–347. https://doi.org/https://doi.org/10.17509/ijal.v9i2.20231
Khoiriyah, K., Ilmi, A. F. (2023). Multimodal digital extensive reading program: A reflection on literacy movement in Madrasah and Pesantren. Journal on English as a Foreign Language, 13(1), 265–288. https://doi.org/10.23971/jefl.v13i1.6059
Kim, Y., & Belcher, D. (2020). Multimodal composing and traditional essay: Linguistic performance and learner perceptions. RELC Journal, Sage, 51(1), 86–100. https://doi.org/https://doi.org/10.1177/0033688220906943
Kohnke, L., M.A., Jarvis, A.T., & Ting, W. C. (2021). Digital multimodal composing as authentic assessment in displine specific english courses: insight from ESP learners. TESOL Journal, 12(1), 1–15. https://doi.org/https://doi.org/10.1002/tesj.600
Krismadayanti, A., & Zainil, Y. (2022). The level of students’ reading comprehension analyzed by using Barett taxonomy. Journal of Cultura and Lingua, 3(1), 39–48. https://doi.org/https://doi.org/10.37301/culingua.v3i1.110
Kristina, D. (2019). Maximizing multimodal literacies for listening and pronunciation purposes using youtube resources. LINGUA: Jurnal Bahasa Dan Sastra, 19(2), 97–101. https://ejournal.unsri.acc.id/index.php/lingua/article/view/11082
Lawrence, W.J., & M. (2020). Multimodal assessments: affording children labelled “at- risk” expressive and receptive opportunities in the area of literacy. Language and Education Journal, 34(2), 135–152. https://doi.org/https://doi.org/10.1080/09500782.2020.1724140
Lee, J.S., & Sylven, L. K. (2021). The role of informal digital learning of english in Korean and Swedish EFL learners’ communication behaviour. British Journal of Education Technology, 52(3), 1279–1296. https://doi.org/https://doi.org/10.1111/bjet.13082
Lee, J.S., Xie, Q., & Lee, K. (2021). Informal digital learning of english and L2 willingness to communicate: Role of emotions, gender, and educational stage. Journal of Multilingual and Multicultural Development, 45(2), 596–612. https://doi.org/https://doi.org/10.1080/01434632.2021.1918699
Lee, J. S. (n.d.). EFL students’ views of willingness to communicate in the extramural digital contex. Computer Assisted Language Learning, 32(7), 692–712. https://doi.org/https://doi.org/10.1080/09588221.2018.1535509
Liang, W.J., & Lim, F. V. (2020). A pedagogical framework for digital multimodal composing in the english language classroom. Innovation in Language Learning and Teaching, 17(5), 1–15. https://doi.org/https://doi.org/10.1080/17501229.2020.1800709
Lim, V. (2019). Analysing the teachers’use of gestures in the classroom: A systematic functional multimodal discourse Analysis Approach. Social Semiotics, 29(1), 83–111. https://doi.org/https://doi.org/10.1080/10350330.2017.1412168
Lin, V., Lin, Y-H., Hsieh, M-C., Liu, G-Z., Koong, H.-C. (2021). The design and evaluation of a multimodal ubiquitous learning application for EFL Writers. Digital Creativity Journal, 32(2), 79–98. https://doi.org/https://doi.org/10.1080/14626268.2021.1885449
Liu, C., & Chen, M. (2022). A genre- based approach in the secondary school english writing class: voices from student-teachers in the teaching practicum. Frontiers in Psychology, 13(3), 1–15. https://doi.org/https://doi.org/10.3389/fpsyg.2022.992360
Liu, X., & Brown, G. T. L. (2019). Investigating students’ perceived cognitive needs in university academic reading: A latent variable approach. Journal of Research in Reading, 42(2), 411–431. https://doi.org/https://doi.org/10.1111/1467-9817.12275
Liu, X., & Read, J. (2020). General skill needs and challenges in university academic reading: voices from undergraduates and language teachers. Journal of College Reading and Learning, 50(2), 70–93. https://doi.org/https:doi.org/10.1080/10790195.2020.1734885
Megawati, N.M.S., & Utami, I. G. A. L. (2020). English learning with powtoon animation video. Journal of Education Technology, 4(2), 110–119. https://doi.org/https://doi.org/10.23887/jet.v4i2.25096
Mettetal, G. (2001). The what, why and how of classroom action research. Journal of the Scholarship of Teaching and Learning, 2(1).
Mezhuyev, V., Al-Emran, M., Ismail, M.A., Benedicenti, L., & Chandran, D. A. (2019). The acceptance of search-based software engineering techniques: an empirical evaluation using the technology acceptance model. IEEE Access, 7(1), 101073–101085. https://doi.org/10.1109/ACCESS.2019.2917913
Miles, M.B., Huberman,A.M &Saldana, J. (2014). Qualiatative data analysis: A method source book. SAGE Publications.
Mohamed, A. M. (2023). Investigating the benefits of multimodal project-based learning in teaching english to international students. International Journal of Educational Innovation and Research., 2(2), 114–129. https://doi.org/https://doi.org/10.31949/ijeir.v2i2.5085
Nagy, N. (2020). Multimodal literacy development in a higher education english studies classroom. Journal of Visual Literacy, 39(3–4), 167–184. https://doi.org/https://doi.org/10.1080/1051144X.2020.1826218
Pham, Q.N., & M. L. (2022). Digital multimodal composing using visme: EFL students’ perspective. The Asia Pacific Education Research, Regular Article, 32(2), 695–706. https://doi.org/https://doi.org/10.1007/s40229-022-00687
Phillips, D.K., Car, K. (2014). Becoming a teacher through action research. Process, context, and self-study. Routledge.
Querol-Julian, M. (2023). Multimodal interaction in english-medium instruction: How does a lecturer promote and enhance students’ participation in a live online lecture? Journal of English for Academic Purposes, 6(1), 1–17. https://doi.org/https://doi.org/10.1016/j.jeap.2022.101207
Reyes-Torres, A., & Raga, M. (2020). A multimodal approach to foster the multiliteracies pedagogy in the teaching of EFl through picturebooks: The Snow Lian. Atlantis, 42(1), 94–119. https://doi.org/https://doi.org/10.28914/Atlantis-2020-42.1.06
Ross, J., Curwood, J.S., & Bell, A. (2020). A multimodal assessment framework for higher education. International Journal of E-Learning and Digital Media, 17(4), 290–306. https://doi.org/https://doi.org/10.1177/2042753020927201
Sari, N., Mirizon, S., Inderawati, R. (2021). Developing learning media of recount texts for vocational high school students. English Review, Journal of English Education, 9(2), 263–276. https://doi.org/https://doi.org/10.25134/erjee.v9i2.4351
Somekh, B. (2006). Action research: a methodology for change and development. Open University Press, McGraw-Hill Education.
Tracy, S. (2013). Qualitative research method: collecting evidence, crafting analysis, communicating impact. Wiley-Blackwell.
Uday, Y. (2022). Effectiveness of genre-based approach on enhancing creative writing skills in english among secondary school students. International Journal of Research Publication and Reviews, 3(6), 3793–3797. https://doi.org/https://doi.org/10.55248/gengpi.2022.3.6.46
Unsworth, L., & Mills, K. A. (2020). English language teaching of attitude and emotion in digital multimodal composition. Journal of Second Language Writing, 47(7), 100712–100724. https://doi.org/https://doi.org/10.1016/j.jslw.2020.100712
Wang, L., Liang, L., Liu, Z., Yuan, K., Ju, J., Bian, Y. (2021). The developmental process of peer support networks: The role of friendship. Front. Psychology, 12. https://doi.org/https://doi.org/10.3389/fpsyg.2021.615148
Wu, S. (2020). Multimodal approach to teaching english in higher education. Journal of Contemporary Educational Research, 4(7), 7–10. https://doi.org/https://doi.org/10.1002/9781119421702.ch11
Xia, S.A., & Hafner, C. A. (2021). Engaging the online audience in the digital era: A multimodal analysis of engagement strategies in TED talk videos. Iberica, 42(2), 33–58. https://doi.org/https://doi.org/10.17398/2340-2784.42.33
Ahmed, O. (2020). Using strategic reading techniques for improving EFL reading skills. Arab World English Journal (AWEJ), 11(2), 311–322. https://doi.org/https://dx.doi.org/10.24093/awej/vol11no2.22
Araneda, C.L.M., & Fredes, B. . (2021). Incidence of multimodality and genre-based pedagogy on second grade students’ writing of descriptive reports. Ikala, 26(1), 19–39. https://doi.org/https://doi.org/10.17533/udea.ikala.v26n01a04
Burns, A. (2010). Doing action research in english language teaching a guide for practitioners. Routledge.
Creswell, J.W. & Timothy, C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE.
Dao, P. (2019). Effects of task goal orientation on learner engagement in task performance. International Review of Applied Linguistics in Language Teaching, 59(1), 315–334. https://doi.org/https://doi.org/10.1515/iral-2018-0188
Edo Marza, N., & Fortanet Gomez, I. (2022). New genres and new approaches: teaching and assessing product pitches from a multimodal perspective in the ESP classroom. Porta Linguarum: An International Journal of Foreign Language Teaching and Learning, 38(2), 65–81. https://doi.org/https://doi.org/10.30827/portalin.vi38.21621
Efron, S.E., Ravid, R. (2013). Action research in education. a practical guide. The Guilford Press.
Fedorenko, S., Voloshchuk, I., Sharanova, Y., Glinka, N., & Zhurba, K. (2021). Multimodality and digital narrative in teaching a foreign language. Arab World English Journal (AWEJ), Special Issue on CALL, 7(13), 178–189. https://doi.org/https://dx.doi.org/10.24093/awej/call7.13
Firmansyah, B. (2021). The effectiveness of multimodal approaches in learning. EDUTEC: Journal of Education and Technology, 4(3), 469–479. https://doi.org/https://doi.org/10.29062/edu.v413.194
Garcia-Pinar, A. (2019). The influence of TED talks on ESP undergraduate students’ l2 motivational self system in the speaking skill: A mixed method study. ESP Today, 7(2), 231–253. https://doi.org/https://doi.org/10.18485/esptoday.2019.7.2.6
Hellwig, A. F. J. (2022). Multimodal, Digital artefacts as learning tools in a University subject-specific english language course. International Journal of TESOL Studies, 4(2), 24–38. https://doi.org/https://doi.org/10.46451/ijts.2022.02.03
Henry, A., & Thorsen, C. (2020). Disaffection and agentic engagement: “Redesigning” activities to enable authentic self-expression. Language Teaching Research, 24(4), 456–475. https://doi.org/https://doi.org/10.1177/13621688187995976
Hira, A., & Anderson, E. (2021). Motivating online learning through project-based learning during the 2020 covid-19 pandemic. IAFOR Journal of Education, 9(2), 92–109. https://doi.org/https://doi.org/10.22492/ije.9.2.06
Hiver, P., Al-Hoorie, A.H., Vitta, J.P., & Wu, J. (2021). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 28(1), 201–230. https://doi.org/https://doi.org/10.1177/13621688211001289
Hoe, L.S., Chuan, T.C, H., & Jiea, P. . (2019). Enhancing student competencies through digital video production: A project-based learning framework. Journal of Business and Social Review in Emerging Economies., 5(1), 51–62. https://doi.org/https://doi.org/10.26710/jbsee.v5i1.508
Jiang, L., & Gao, J. (2020). Fostering EFL learners’ digital empathy through multimodal composing. RELC Journal, SAGE, 51(1), 70–85. https://doi.org/https://doi.org/10.1177/0033688219898565
Kaminski, A. (2019). Young learners’ engagement with multimodal text. ELT Journal, 73(2), 175–185. https://doi.org/https://doi.org/10.1093/elt/cc060
Kartika-Ningsih, H., & G. (2019). Recontextualisation of genre-based pedagogy: the case of Indonesian EFL classroom. IJAL: Indonesian Journal of Applied Linguistics, 9(2), 335–347. https://doi.org/https://doi.org/10.17509/ijal.v9i2.20231
Khoiriyah, K., Ilmi, A. F. (2023). Multimodal digital extensive reading program: A reflection on literacy movement in Madrasah and Pesantren. Journal on English as a Foreign Language, 13(1), 265–288. https://doi.org/10.23971/jefl.v13i1.6059
Kim, Y., & Belcher, D. (2020). Multimodal composing and traditional essay: Linguistic performance and learner perceptions. RELC Journal, Sage, 51(1), 86–100. https://doi.org/https://doi.org/10.1177/0033688220906943
Kohnke, L., M.A., Jarvis, A.T., & Ting, W. C. (2021). Digital multimodal composing as authentic assessment in displine specific english courses: insight from ESP learners. TESOL Journal, 12(1), 1–15. https://doi.org/https://doi.org/10.1002/tesj.600
Krismadayanti, A., & Zainil, Y. (2022). The level of students’ reading comprehension analyzed by using Barett taxonomy. Journal of Cultura and Lingua, 3(1), 39–48. https://doi.org/https://doi.org/10.37301/culingua.v3i1.110
Kristina, D. (2019). Maximizing multimodal literacies for listening and pronunciation purposes using youtube resources. LINGUA: Jurnal Bahasa Dan Sastra, 19(2), 97–101. https://ejournal.unsri.acc.id/index.php/lingua/article/view/11082
Lawrence, W.J., & M. (2020). Multimodal assessments: affording children labelled “at- risk” expressive and receptive opportunities in the area of literacy. Language and Education Journal, 34(2), 135–152. https://doi.org/https://doi.org/10.1080/09500782.2020.1724140
Lee, J.S., & Sylven, L. K. (2021). The role of informal digital learning of english in Korean and Swedish EFL learners’ communication behaviour. British Journal of Education Technology, 52(3), 1279–1296. https://doi.org/https://doi.org/10.1111/bjet.13082
Lee, J.S., Xie, Q., & Lee, K. (2021). Informal digital learning of english and L2 willingness to communicate: Role of emotions, gender, and educational stage. Journal of Multilingual and Multicultural Development, 45(2), 596–612. https://doi.org/https://doi.org/10.1080/01434632.2021.1918699
Lee, J. S. (n.d.). EFL students’ views of willingness to communicate in the extramural digital contex. Computer Assisted Language Learning, 32(7), 692–712. https://doi.org/https://doi.org/10.1080/09588221.2018.1535509
Liang, W.J., & Lim, F. V. (2020). A pedagogical framework for digital multimodal composing in the english language classroom. Innovation in Language Learning and Teaching, 17(5), 1–15. https://doi.org/https://doi.org/10.1080/17501229.2020.1800709
Lim, V. (2019). Analysing the teachers’use of gestures in the classroom: A systematic functional multimodal discourse Analysis Approach. Social Semiotics, 29(1), 83–111. https://doi.org/https://doi.org/10.1080/10350330.2017.1412168
Lin, V., Lin, Y-H., Hsieh, M-C., Liu, G-Z., Koong, H.-C. (2021). The design and evaluation of a multimodal ubiquitous learning application for EFL Writers. Digital Creativity Journal, 32(2), 79–98. https://doi.org/https://doi.org/10.1080/14626268.2021.1885449
Liu, C., & Chen, M. (2022). A genre- based approach in the secondary school english writing class: voices from student-teachers in the teaching practicum. Frontiers in Psychology, 13(3), 1–15. https://doi.org/https://doi.org/10.3389/fpsyg.2022.992360
Liu, X., & Brown, G. T. L. (2019). Investigating students’ perceived cognitive needs in university academic reading: A latent variable approach. Journal of Research in Reading, 42(2), 411–431. https://doi.org/https://doi.org/10.1111/1467-9817.12275
Liu, X., & Read, J. (2020). General skill needs and challenges in university academic reading: voices from undergraduates and language teachers. Journal of College Reading and Learning, 50(2), 70–93. https://doi.org/https:doi.org/10.1080/10790195.2020.1734885
Megawati, N.M.S., & Utami, I. G. A. L. (2020). English learning with powtoon animation video. Journal of Education Technology, 4(2), 110–119. https://doi.org/https://doi.org/10.23887/jet.v4i2.25096
Mettetal, G. (2001). The what, why and how of classroom action research. Journal of the Scholarship of Teaching and Learning, 2(1).
Mezhuyev, V., Al-Emran, M., Ismail, M.A., Benedicenti, L., & Chandran, D. A. (2019). The acceptance of search-based software engineering techniques: an empirical evaluation using the technology acceptance model. IEEE Access, 7(1), 101073–101085. https://doi.org/10.1109/ACCESS.2019.2917913
Miles, M.B., Huberman,A.M &Saldana, J. (2014). Qualiatative data analysis: A method source book. SAGE Publications.
Mohamed, A. M. (2023). Investigating the benefits of multimodal project-based learning in teaching english to international students. International Journal of Educational Innovation and Research., 2(2), 114–129. https://doi.org/https://doi.org/10.31949/ijeir.v2i2.5085
Nagy, N. (2020). Multimodal literacy development in a higher education english studies classroom. Journal of Visual Literacy, 39(3–4), 167–184. https://doi.org/https://doi.org/10.1080/1051144X.2020.1826218
Pham, Q.N., & M. L. (2022). Digital multimodal composing using visme: EFL students’ perspective. The Asia Pacific Education Research, Regular Article, 32(2), 695–706. https://doi.org/https://doi.org/10.1007/s40229-022-00687
Phillips, D.K., Car, K. (2014). Becoming a teacher through action research. Process, context, and self-study. Routledge.
Querol-Julian, M. (2023). Multimodal interaction in english-medium instruction: How does a lecturer promote and enhance students’ participation in a live online lecture? Journal of English for Academic Purposes, 6(1), 1–17. https://doi.org/https://doi.org/10.1016/j.jeap.2022.101207
Reyes-Torres, A., & Raga, M. (2020). A multimodal approach to foster the multiliteracies pedagogy in the teaching of EFl through picturebooks: The Snow Lian. Atlantis, 42(1), 94–119. https://doi.org/https://doi.org/10.28914/Atlantis-2020-42.1.06
Ross, J., Curwood, J.S., & Bell, A. (2020). A multimodal assessment framework for higher education. International Journal of E-Learning and Digital Media, 17(4), 290–306. https://doi.org/https://doi.org/10.1177/2042753020927201
Sari, N., Mirizon, S., Inderawati, R. (2021). Developing learning media of recount texts for vocational high school students. English Review, Journal of English Education, 9(2), 263–276. https://doi.org/https://doi.org/10.25134/erjee.v9i2.4351
Somekh, B. (2006). Action research: a methodology for change and development. Open University Press, McGraw-Hill Education.
Tracy, S. (2013). Qualitative research method: collecting evidence, crafting analysis, communicating impact. Wiley-Blackwell.
Uday, Y. (2022). Effectiveness of genre-based approach on enhancing creative writing skills in english among secondary school students. International Journal of Research Publication and Reviews, 3(6), 3793–3797. https://doi.org/https://doi.org/10.55248/gengpi.2022.3.6.46
Unsworth, L., & Mills, K. A. (2020). English language teaching of attitude and emotion in digital multimodal composition. Journal of Second Language Writing, 47(7), 100712–100724. https://doi.org/https://doi.org/10.1016/j.jslw.2020.100712
Wang, L., Liang, L., Liu, Z., Yuan, K., Ju, J., Bian, Y. (2021). The developmental process of peer support networks: The role of friendship. Front. Psychology, 12. https://doi.org/https://doi.org/10.3389/fpsyg.2021.615148
Wu, S. (2020). Multimodal approach to teaching english in higher education. Journal of Contemporary Educational Research, 4(7), 7–10. https://doi.org/https://doi.org/10.1002/9781119421702.ch11
Xia, S.A., & Hafner, C. A. (2021). Engaging the online audience in the digital era: A multimodal analysis of engagement strategies in TED talk videos. Iberica, 42(2), 33–58. https://doi.org/https://doi.org/10.17398/2340-2784.42.33