Exploring Senior High School Students’ Perceptions of Multimodality in ELT

Endah Luthfiyah, Devi Mulatsih

Abstract


The implementation of multimodal approaches in English Language Teaching (ELT) has been increasingly recognized for its ability to enhance student engagement and comprehension. However, few studies have explored how students perceive specific multimodal elements—such as audio/video, visual design, voice and facial expression, gesture, and spatial position—in authentic classroom contexts, particularly at the high school level in Indonesia. This study aims to investigate high school students’ perceptions of the use of multimodality in ELT also the benefits and challenges they experience from each element. This study used a qualitative descriptive research design, that data were collected from 30 senior high school students through closed- and open-ended questionnaires. Thematic analysis was used to interpret both quantitative and qualitative responses. The results showed that the most preferred elements of multimodality were audio/video, followed by visual design, voice and facial expression, movement, and spatial position. The benefits felt by learners were that it improved comprehension and helped them to focus in class. However, some challenges were also reported, including technical constraints (e.g., internet instability, unclear audio), fast audio delivery, and excessive teacher gestures, which disrupted students' concentration. This study emphasizes that a carefully designed multimodal approach can create a more inclusive and engaging learning environment. Implications for educators include strategic integration of multimodal elements, professional development in digital literacy and infrastructure improvements. Future research is recommended to explore the direct impact of multimodal strategies on learning outcomes across different contexts.

Keywords


digital learning, ELT, multimodality, students’ perception

Full Text:

PDF

References


Afdaliah, N. (2022). Teachers’ Gestures in EFL Classroom. Al-Lisan, 7(2), 182–197. https://doi.org/10.30603/al.v7i2.2735

Anis, M., & Khan, R. (2023). Integrating Multimodal Approaches in English Language Teaching for Inclusive Education: A Pedagogical Exploration. Universal Journal of Educational Research, 2(3), 2960–3722. www.ujer.orgwww.ujer.org

Aridasarie, Z., & Rohmah, Z. (2024). Enhancing Multimodal Literacy: Puppetry for English Speaking Skills Development. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2370754

Bouchey, B., Castek, J., & Thygeson, J. (2021). Multimodal Learning. Springer. https://doi.org/10.1007/978-3-030-58948-6_3

Chalal, F. Z., & Ummto, S. Y. (2024). The Role of Teachers’ Body Language in the EFL Classroom: A Multimodal Perspective Le Rôle du langage corporel des enseignants dans la classe d’Anglais comme langue étrangère : Une perspective multimodale. The Algerian Journal of Letters, 8(2), 260–273.

Dewi, H. H., Hidayatulloh, S. M. M., Sukarno, Lestari, A. E., Dewi, I. L., & Ciptaningrum, D. S. (2023). English Materials Development for an Undergraduate Communication Study Program: a Need Analysis in Indonesian Context. LLT Journal: Journal on Language and Language Teaching, 26(1), 69–91. https://doi.org/10.24071/llt.v26i1.5208

Diyawan, N. A. A. (2024). Students’ Perspectives in The Use of Powtoon as A Multimodal Learning Strategy in Writing Narrative. InCoLLT, 253–262.

Fadhliyah, R., Mirizon, S., & Petrus, I. (2020). Professional Development of English Teachers at a State Islamic Senior High School in Palembang. Indonesian Journal of EFL and Linguistics, 5(2), 471. https://doi.org/10.21462/ijefl.v5i2.282

Hidayati, D., Dharmawan, Y. Y., & Prasatyo, B. A. (2024). Exploring How Translanguaging and Multimodal Learning Improve EFL Students ’ Enjoyment and Proficiency. Journal on English as a Foreign Language, 14(2), 446–475.

Ilmi, K. A., & Dewi, D. N. (2022). The Integration of Multimodality in EFL Classes: Students’ Perception. Jo-ELT (Journal of English Language Teaching), 9(2), 150. https://doi.org/10.33394/jo-elt.v9i2.6343

Jewitt, C. (2013). Multimodal Methods for Researching Digital Technologies. The SAGE Handbook of Digital Technology Research, 250–265. https://doi.org/10.4135/9781446282229.n18

Kalantzis, M., & Cope, B. (2015). Learning and New Media. The SAGE Handbook of Learning, 373–387. https://doi.org/10.4135/9781473915213.n35

Khasawneh, M. A. S. (2024). Adapting Multisensory Techniques for Dyslexic Learners in English Language Learning: A Case Study Approach. World Journal of English Language, 14(5), 553–564. https://doi.org/10.5430/wjel.v14n5p553

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, M. S. (2019). Developing A Competency Taxonomy for Teacher Design Knowledge in Technology-Enhanced Learning Environments: A Literature Review. Research and Practice in Technology Enhanced Learning, 14(1). https://doi.org/10.1186/s41039-019-0113-4

Lange, C., & Costley, J. (2020). Improving Online Video Lectures: Learning Challenges Created by Media. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00190-6

Lincoln, Y.S. and Guba, E. G. (1985). Naturalistic Inquiry. SAGE, 289–331. http://dx.doi.org/10.1016/0147-1767(85)90062-8

Magnusson, P., & Godhe, A. L. (2019). Multimodality in Language Education: Implications for Teaching. Designs for Learning, 11(1), 127–137. https://doi.org/10.16993/dfl.127

Mir, J. (2023). Impact of Dual Coding Strategy to Enhance Students’ Retention of Scientific Concepts in Middle Schools. Annals of Human and Social Sciences, 4(IV). https://doi.org/10.35484/ahss.2023(4-iv)63

Nagel, I., Guðmundsdóttir, G. B., & Afdal, H. W. (2023). Teacher Educators’ Professional Agency in Facilitating Professional Digital Competence. Teaching and Teacher Education, 132. https://doi.org/10.1016/j.tate.2023.104238

Peng, J. E. (2019). The Roles Of Multimodal Pedagogic Effects and Classroom Environment in Willingness to Communicate in English. System, 82, 161–173. https://doi.org/10.1016/j.system.2019.04.006

Philippe, S., Souchet, A. D., Lameras, P., Petridis, P., Caporal, J., Coldeboeuf, G., & Duzan, H. (2020). Multimodal Teaching, Learning, and Training in Virtual Reality: A Review and Case Study. Virtual Reality and Intelligent Hardware, 2(5), 421–442. https://doi.org/10.1016/j.vrih.2020.07.008

Pulungan, A. H. (2021). The Use of Interactive Learning Media for Teachers in Rural Areas. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 4(1), 524–532. https://doi.org/10.33258/birle.v4i1.1705

Putri, Z. F. S. I. L. D. (2025). Pleasure Reading, Better Understanding: A Young EFL Learner’s Journey in Digital Extensive Reading. Journal of Foreign Language Teaching and Learning, 10(2). https://journal.umy.ac.id/index.php/FTL/issue/archive/1153

Rohi, M. P., & Nurhayati, L. (2024). Multimodal Learning Strategies in Secondary EFL Education: Insights from Teachers. Voices of English Language Education Society, 8(2), 458–469. https://doi.org/10.29408/veles.v8i2.26546

Sharma, K., & Giannakos, M. (2020). Multimodal Data Capabilities for Learning: What Can Multimodal Data Tell Us About Learning? British Journal of Educational Technology, 51(5), 1450–1484. https://doi.org/10.1111/bjet.12993

Sitorus, L. S., Mardianto, M., & Matsum, H. (2020). Development of Powerpoint-Based Learning Media on Learning Aqeedah Morals. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 958–964. https://doi.org/10.33258/birle.v3i2.1012

Tan, L., Thomson, R., Koh, J. H. L., & Chik, A. (2023). Teaching Multimodal Literacies with Digital Technologies and Augmented Reality: A Cluster Analysis of Australian Teachers’ TPACK. Sustainability (Switzerland), 15(13). https://doi.org/10.3390/su151310190

Tuzahra, F., Sofendi, S., & Vianty, M. (2021). Technology Integration of the In-Service EFL Teachers: A Study at a Teacher Profession Education Program. Indonesian Journal of EFL and Linguistics, 6(1), 317. https://doi.org/10.21462/ijefl.v6i1.396

Ugli, U. O. K. (2024). The Effectiveness of Technology-Enhanced Language Learning Methods. Oriental Renaissance: Innovative, Educational, Natural and Social Sciences, 4(3), 162-179.

Wijewantha, N. W. S. . (2021). Documentaries as Multimodal Texts to Promote Reading in the Virtual Language Classroom: An Experimental Study. Journal of English Language Teaching and Linguistics, 6(3), 633. https://doi.org/10.21462/jeltl.v6i3.611

Wulandari, S. (2024). Teachers ’ Nonverbal Cues in EFL Classrooms : Analyzing the Impact of Movement on Student Engagement and Comprehension. Journal of English Language Teaching and Literature. 5(2), 528–535. https://doi.org/10.56185/jelita.v5i2.827

Yahyazai, S. G. S. O. (2021). The Importance of Nonverbal Communication in Teaching. Ilkogretim Online, 20(6), 3043–3051. https://doi.org/10.5958/2249-7137.2020.01930.8

Zainil, M., Helsa, Y., Sutarsih, C., Nisa, S., Sartono, & Suparman. (2024). A Needs Analysis on The Utilization of Learning Management Systems as Blended Learning Media in Elementary School. Journal of Education and E-Learning Research, 11(1), 56–65. https://doi.org/10.20448/jeelr.v11i1.5310




DOI: http://dx.doi.org/10.21462/jeltl.v10i2.1571

Refbacks

  • There are currently no refbacks.






JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email: journal.eltl@gmail.com


Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: