An Application of Multimodality in the Second Language Classroom Communication; A Linguistics Appraisal

Abstract

Classroom communication in the 21st century has undergone a significant change as a result of improvements in information and communication technology (ICT). The traditional method of classroom based teaching and learning is no longer adequate, resulting in a shift towards a new approach that emphasises interactive, personalised, collaborative, and engaging activities, especially in the field of the English language instruction; and this shift is enabled by the concept of multimodality. However, despite the widespread adoption of multimodal and digital modes of representation outside school settings, classroom discourse practices rely more on conventional print media and less on digital technologies. This study addresses the application of multimodality in second language classroom communication. Its significance is not just in term of offering teachers the opportunity to know how to utilize these digital modes in conveying their messages to students but also in enabling students to decode the meaning-mediated messages through multiple modes of communication. A descriptive quantitative research method was used and the data for the study were collected and analysed through closed ended questionnaire. The study anchored on Social Semiotic Theory propounded by Robert Hodge and Gunther Kress in 1988. The researcher purposively selected sample population of 10 students and 10 teachers of English language from Chukwuemeka Odum egwu Ojukwu University, Igbariam Campus. The findings indicated students' enthusiasm and initiative in learning as well as teachers' selection of the modes of representation to stimulate students' creativity within the digital classroom. It was concluded that with the ongoing integration of technology, it is becoming more important to comprehend the complexities of multimodal discourses. The study recommended that effort from lecturers, students and school administrators are required to achieve a successful integration of digital modes in classroom instructions. The study contributed to the body of knowledge in the area of communication studies.