English languages teachers as Youtube content creators in usage of the multimodal literacies and tpack models in Malaysia

Abstract

This research aims to investigate the utilization of multimodal literacies and the TPACK model by English teachers when producing instructional content for their YouTube videos. In today's blended learning environment, students, especially those learning a second language (L2), often need to access online materials. YouTube has proven to be a successful educational tool, offering content that is not only intriguing and enlightening but also entertaining. This has added a new dimension to education by promoting innovation and creativity. The study specifically explores how English teachers in primary schools integrate multimodal and TPACK models in the creation of videos. Through in-depth interviews, the research delves into how teachers apply multimodal and TPACK models when producing videos for their students. The participants include five English teachers from various primary schools in Malaysia who are registered with Akademi YouTuber Malaysia. The findings reveal that the majority of teachers incorporate elements from both multimodal and TPACK models when developing videos to support their lessons. Key discoveries include the importance of the five elements in the multimodal model—linguistic design, visual design, gestural design, auditorial design, and spatial design—which have a significant impact when implemented in creating content for YouTube videos. Additionally, the three main elements of TPACK—technological knowledge, pedagogical knowledge, and content knowledge—are deemed crucial for integration in the video creation process. Teachers identified themes associated with each element that assisted them in the video creation process. They agreed that these themes contribute to enhancing video quality, engaging students, and promoting active learning. However, teachers acknowledged facing challenges during the content creation process for their YouTube videos. The study's findings provide evidence supporting the notion that videos created by teachers can enhance the teaching and learning process in schools. Moreover, these videos have the potential to be more engaging for students, leading to an improved learning experience. The study also outlines limitations, implications, and recommendations for future research.