UNIVERSITY EFL TEACHERS’ STANCE AND ENGAGEMENT IN DIGITAL MULTIMODAL COMPOSING AS MULTIMODAL LITERACY PRACTICES

Novia Trisanti, Didi Sukyadi, Budi Hermawan

Abstract


Recent years have witnessed an increasing attention on multimodal literacy practices, particularly digital multimodal composing (DMC) in EFL classrooms. However, the ability of EFL teachers to design and carry out multimodal literacy practices that accurately reflect the performance of EFL learners and promote active learning becomes a challenging demand. This study aims to look at Indonesian EFL teachers’ stance and engagement in implementing DMC during the completion of the students’ writing project in higher education context. A case study method was applied in an EFL environment in Indonesian context using field notes, and an interview as the teacher’s reflection. The results demonstrate that the EFL teacher was involved in remediation stance for the DMC tasks designed to encompass students produce multimodal texts using Canva, for example, reading response and biography recount text mind mapping. It reveals that the teacher used the DMC task alongside another media as an assessment tool. While using DMC as the learners' projects for the assessment, the teacher's engagement was ambivalent, meaning that the teacher was fond of using DMC as the learning evaluation. More research is therefore required to better understand how DMC helps teachers develop their knowledge regarding the practice of multimodal literacy in the EFL context.

 


Keywords


Digital Multimodal Composing, EFL teachers, engagement, literacy practices, stance

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References


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DOI: https://doi.org/10.17509/ije.v17i1.56188

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