Integrating Multimodality in English Language Teaching (ELT)

Junior High School Students’ Perception in Digital Transformation Era

Abstract

The integration of multimodality in English Language Teaching (ELT) has received increasing attention in the context of digital transformation in education. This study explored junior high school students’ perceptions of the integration of multimodal elements in their English classes through a mixed-method design. A total of 65 junior high school students participated in this study. The quantitative data were collected through close-ended questionnaire and analyzed descriptively, while the qualitative data collected from open-ended questionnaire were coded thematically. The researchers found that students perceived audio/video and visual design as the most effective multimodal elements in supporting learning, followed by voice and facial expressions, gestures and spatial position. Some challenges were identified, including linguistic difficulties, media-related problems, personal/concentration issues, technical problems. These findings highlight the potential of multimodality in enhancing the students’ engagement and comprehension, while emphasizing the importance of careful media selection, provision of learning support, and effective classroom management.