Design, development and validation of a technology-enhanced multimodal learning framework for academic writing among ESL foundation students

Abstract

The Multimodal Learning Approach is increasingly recognized as essential in enhancing the teaching and learning of English in ESL academic writing classrooms. This study focuses on the design, development, and verification of a Multimodal Learning Framework specifically for an academic writing classroom for ESL foundation students. The rise of information and communication technology in education has created opportunities for incorporating multimodal elements—such as visual, auditory, and interactive modes—that are critical for developing language and communication skills. However, a gap exists in the literature concerning a specific framework for implementing multimodal learning in ESL academic writing. This study aims to develop a practical Multimodal Learning Framework for ESL contexts, addressing this gap. This study adopted the Multiliteracies Framework proposed by the New London Group (1996), which emphasizes the integration of diverse modes of communication to enhance learning. The development of the framework followed a type 2 design and development research method, conducted in three phases: i) Framework Design, ii) Framework Development, and iii) Framework Evaluation. In the first phase, a comprehensive document review and literature analysis were conducted, leading to the identification of six key constructs: (1) Incorporating Technology, (2) Aesthetic Value, (3) Coherence, (4) Contextual Signals, (5) Integrating Artificial Intelligence, and (6) Typography, with a total of 60 items. The second phase is the confirmation of the identified constructs and items. The Fuzzy Delphi Method with 11 experts in the respective fields was opted as an analysis mean for decision making to substantiate the proposed constructs and items. The third phase was a survey, and data were gathered from a pilot study of 40 UKM ESL foundation students via a survey to measure the constructs and items and 283 ESL foundation students during the actual study. Additionally, this phase was triangulated qualitatively with a Focus Group Discussion involving 8 ESL students to find proof of the survey results. The quantitative analyses using Rasch Model analysis software (Winstep) indicated that the measurement model for Multimodal learning framework is valid and reliable for use in ESL academic writing classrooms. The findings suggest that the framework is effective in creating an engaging and conducive learning environment for ESL foundation students. Furthermore, the study recommends further exploration by practitioners to refine and expand the framework for broader implementation in multimodal learning environments in ESL education. This signified that the Multimodal learning framework is practical and effective in developing a conducive approach to appropriately employ the multimodal learning approach. Furthermore, the findings suggested that the Multimodal learning framework embodies the right elements for learning using the flipped learning approach. As such, the findings point for a more thorough and in-depth investigation from practitioners of English to contribute to a more robust and valid English language specific learning framework and its implementation in a multimodal learning environment.