A pilot study on the usage of multimodal texts to enhance learner engagement during online classes

Abstract

The rapid advancement of technology has significantly impacted education, particularly in language classrooms where multimodal texts have become crucial. These technology-based texts facilitate diverse meaning-making methods, shifting literacy pedagogy from traditional to modern teaching approaches. Integrating technology into English as a Second Language (ESL) classrooms is essential for this transformation. This research aimed to assess the effectiveness of using various multimodal texts to enhance student engagement in virtual classrooms in Sri Lanka. Conducted as an action research project over a month, the study involved 35 grade 10 students from H/Thalawa Vidyalaya, employing quantitative and qualitative methods. The teaching sessions incorporated a range of multimodal texts suitable for the learners and the lesson goals, each featuring at least one multimodal text. These lessons aimed to teach aspects of the four language skills: grammar, and vocabulary. Tools like Google Classroom, presentation slides, videos, Padlet, Slido, Google Forms, and chat options via Zoom and WhatsApp were utilized. Quantitative data were collected through a Google Forms survey, while qualitative data were obtained from questionnaires and semi-structured interviews. Additionally, observations and student work reviews were used for data collection. The quantitative data were analyzed using SPSS, and the qualitative data were analyzed thematically. The study found that using learnerfriendly and familiar multimodal texts significantly enhanced student engagement and fostered a positive attitude towards their use for various purposes in language learning. These findings highlight the importance and effectiveness of diverse multimodal texts in English classrooms, particularly in virtual settings, to boost student motivation, interest, and engagement.