Implementing Multimodal Literacy-Based Instruction in EFL Classrooms: Teachers’ Practices and Challenges

Amaliah Ramdani; Murni Mahmud; Abdullah Abdullah; Munir Munir

doi:10.35877/454RI.asci4840

Authors

Amaliah Ramdani Department of English Language Education, Universitas Negeri Makassar, Makassar, Indonesia
Murni Mahmud Department of English Language Education, Universitas Negeri Makassar, Makassar, Indonesia
Abdullah Department of English Language Education, Universitas Negeri Makassar, Makassar, Indonesia
Munir Department of English Language Education, Universitas Negeri Makassar, Makassar, Indonesia

DOI:

https://doi.org/10.35877/454RI.asci4840

Keywords:

Collaborayive Learning, EFL Classroom, Multimodal Literacy-Based Instruction, Multimodal Learning, Teachers’ Perception

Abstract

This study aims to explore teachers’ practices and challenges in implementing multimodal literacy-based instruction in EFL classrooms. The study employed a qualitative research design involving two EFL teachers from two senior high schools in South Sulawesi. The data were collected through semi-structured interviews and analyzed using Braun and Clarke’s reflexive thematic analysis. The findings revealed that teachers implemented multimodal literacy-based instruction through adaptive communication practices, collaborative classroom interaction, and the integration of various multimodal resources during learning activities. Teachers adjusted communication modes, instructional approaches, and classroom activities based on students’ learning needs and classroom situations. The findings also showed that multimodal classroom practices encouraged students’ participation through discussion, role play, presentations, and peer interaction during learning activities. In addition, the study identified several instructional and institutional challenges experienced by teachers, including difficulties related to classroom interaction, students’ participation, instructional preparation, technological adaptation, and limited classroom facilities. Overall, the findings suggest that multimodal literacy-based instruction involves not only the integration of multimodal resources but also teachers’ adaptive communication practices and continuous instructional adjustment during classroom learning activities.

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