The Integration of Multimodality in English as a Foreign Language Learning in Indonesia
Abstract
The rapid development of digital technology has transformed human communication, shifting from text-based and verbal interactions to multimodal exchanges that incorporate visual, audio, gestural, and other semiotic elements. This shift has significant implications for education, particularly in English as a Foreign Language (EFL) instruction, where students increasingly engage with multimodal content in their daily lives. This study looks into how multimodality is included into EFL classrooms in Indonesia through a literature review, analyzing its conceptual foundations, supporting policies, and current practices. The synthesis reveals that while multimodality enhances student engagement, comprehension, creativity, and critical thinking which are essential for digital-native learners, challenges such as limited teacher training, inadequate access to technology, and regional disparities hinder its implementation. The review concludes with recommendations for future research, including exploring teachers’ perspectives, developing effective multimodal strategies, and investigating the impact of multimodality on student learning outcomes in Indonesian EFL contexts.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i3.6694
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