Application of Multimodal Teaching in Junior High School English Vocabulary Instruction

Authors

  • Yue Zhang

DOI:

https://doi.org/10.6918/IJOSSER.202409_7(9).0015

Keywords:

Multimodal Teaching; Junior High School English; Vocabulary Instruction; Learning Outcomes; Teaching Strategies.

Abstract

Background: Multimodal teaching is a teaching method that combines multiple sensory and media resources to enhance students' learning experience and effectiveness by integrating visual, auditory, tactile, and other modalities. Junior high school English vocabulary instruction is an important part of English teaching, but traditional methods often lack vividness and interactivity, making it difficult to meet the diverse learning needs of students. Objective: The study aims to explore the application effects of multimodal teaching in junior high school English vocabulary instruction. Methods: This study adopts the teaching case method, selecting an English class from the second grade of junior high school in city N as the research object, with a total of 30 students aged between 13 and 14. Data collection methods include classroom observation, interviews, and tests. Results: The students' average pre-test score was 33.47, and the average post-test score was 43.47. Paired sample t-test results indicated that the difference was statistically significant (t-statistic = -17.03, p < 0.05). Students had a positive attitude towards multimodal teaching, considering it more interesting than traditional methods, and believed it better stimulated their learning interest and improved their vocabulary memory and application ability.Conclusion: This study reveals the significant effects of multimodal teaching in junior high school English vocabulary instruction. By combining multiple sensory and multimedia resources, multimodal teaching significantly enhances students' vocabulary memory and application abilities, boosting their learning interest and confidence. Through scientific design and implementation of multimodal teaching, teachers can significantly improve students' vocabulary learning outcomes, laying a solid foundation for their English learning.

Downloads

Download data is not yet available.

References

Philippe S, Souchet A D, Lameras P, et al. Multimodal teaching, learning and training in virtual reality: a review and case study[J]. Virtual Reality & Intelligent Hardware, 2020, 2(5): 421-442.

Qushem U B, Christopoulos A, Oyelere S S, et al. Multimodal technologies in precision education: Providing new opportunities or adding more challenges?[J]. Education sciences, 2021, 11(7): 338.

Ryan J, Scott A, Walsh M. Pedagogy in the multimodal classroom: An analysis of the challenges and opportunities for teachers[J]. Teachers and Teaching: theory and practice, 2010, 16(4): 477-489.

Shi J. Opening all your senses: An exploration of the multimodal approach to engage students' learning of Chinese as a foreign language[D]. Western Sydney University (Australia), 2017.

Gasma Y. The Implementation Of English Song In Teaching Vocabulary At The First Grade Of Senior High School[J]. 2017.

Short D J, Fitzsimmons-Doolan S. Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners[J]. 2007.

Hao Y, Lee K S, Chen S T, et al. An evaluative study of a mobile application for middle school students struggling with English vocabulary learning[J]. Computers in Human Behavior, 2019, 95: 208-216.

Anazco M I S. Multimodal virtual learning environments: The effects of visuo-haptic simulations on conceptual learning[D]. Purdue University, 2020.

Di Mitri D, Schneider J, Specht M, et al. From signals to knowledge: A conceptual model for multimodal learning analytics[J]. Journal of Computer Assisted Learning, 2018, 34(4): 338-349.

Fatimah A S, Santiana S. Teaching in 21st century: Students-teachers’ perceptions of technology use in the classroom[J]. Script Journal: Journal of Linguistic and English Teaching, 2017, 2(2): 125.

Li M. Multimodal pedagogy in TESOL teacher education: Students’ perspectives[J]. System, 2020, 94: 102337.

Pérez Ramos I. The teaching of vocabulary through word-formation processes in Junior High School[D]. Universidad de Sancti Spíritus¨ José Martí Pérez¨, 2015.

Gilakjani A P, Ismail H N, Ahmadi S M. The effect of multimodal learning models on language teaching and learning[J]. Theory & Practice in Language Studies (TPLS), 2011, 1(10).

Lee H C. Using an Arts-Integrated multimodal approach to promote English learning: A case study of two Taiwanese Junior College students[J]. English Teaching: Practice and Critique, 2014, 13(2): 55-75.

Ryu J, Boggs G. Teachers' Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools[J]. English language teaching, 2016, 9(6): 52-60.

Kuo F O, Yu P T, Hsiao W H. Develop and evaluate the effects of multimodal presentation system on elementary student learning effectiveness: within classroom English learning activity[J]. Procedia-Social and Behavioral Sciences, 2015, 176: 227-235.

Sankey M, Birch D, Gardiner M. Engaging students through multimodal learning environments: The journey continues[C]//Proceedings of the 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2010). 2010.

Ryan J, Scott A, Walsh M. Pedagogy in the multimodal classroom: An analysis of the challenges and opportunities for teachers[J]. Teachers and Teaching: theory and practice, 2010, 16(4): 477-489.

Downloads

Published

2024-08-13

Issue

Section

Articles

How to Cite

Zhang, Yue. 2024. “Application of Multimodal Teaching in Junior High School English Vocabulary Instruction”. International Journal of Social Science and Education Research 7 (9): 104-11. https://doi.org/10.6918/IJOSSER.202409_7(9).0015.