Title of the Article: The Effects of Using Multimodal Approaches in Meaning Making of

21st Century Literacy Texts Among ESL Students in a Private School in Malaysia

Author/s: Malini Ganapathy School of Languages, Literacies and Translation, Universiti Sains
Malaysia, 11800 Penang, Malaysia and Saundravalli A/P Seetharam (Corresponding author) Fairview
International School, Tingkat Bukit Jambul Satu, 11900 Bayan Lepas, Penang, Malaysia E-mail:
saundravalli@gmail.com

Year Published: Accepted: 17/01/2016

Source: Internet/URL: https://files.eric.ed.gov/fulltext/EJ1127192.pdf

Ideas Derived

In earlier times, each discipline of learning tended to concentrate on one form of

meaning, and little focus has been placed on due to the widespread use of printed texts in
daily activities, many modalities of meaning. In contrast to modern globalization and rapid
technological advancement have revealed the possibilities of incorporating all forms of
meaning creation under the concept of Multimodality.
In addition, research show that using both verbal and visual signals together might
improve learning multimodal teaching. Since they are used to using internet tools, most
students felt at ease using those that their teacher gave them, while some of them noted that
they needed more time to experiment with the tools.
As a result, it is found that pupils are flexible about using internet tools and resources.
In place of reading books in class, they are excited about learning through devices and
technology.
Title of the Article: Multimodal and Perceptual Learning Styles: Their Effect on
Students’ Motivation in a Digital Environment

Author/s: Carolina Girón-García*; Noelia Gargallo-Camarillas** Universitat Jaume I, Spain

Year Published: The EUROCALL Review, Volume 28, No. 2, September 2020

Source: Internet/URL: https://files.eric.ed.gov/fulltext/EJ1288572.pdf

Ideas Derived

The purpose of this research was to determine whether a new visual learning style has
emerged, what impact digital learning would have on students' levels of motivation, and
whether there might be motivational variations between "Multiple" and "Multimodal"
learners. All of the perceptual learning styles—visual, auditory, kinesthetic, and tactile—seem
to be promoted equally when the "Multimodal" learning style is taken into account. This is
likely because of direct access to new multimodal resources and various technological devices
such as mobile phones, tablets, or laptops.
Additionally, it has been demonstrated that using these devices increases students'
positive levels of motivation in the classroom, as implied by their participation in a digital
learning environment. Finally, results show that students' motivation to complete the "Wix"
activity is clearly positive as a result of their lack of access to digital resources in traditional
learning environments, regardless of the students' perceptual learning categories (i.e.,
"multiple" and "multimodal").
Title of the Article: The Use of Multimodal Instructional Materials in Teaching Science

Author/s: JUVILYN L. QUILLAO

Year Published: March 2019

Source: Internet/URL:
https://www.researchgate.net/profile/Sheena-Mae-Comighud/publication/
343557958_The_Use_of_Multimodal_Instructional_Materials_in_Teaching_Science/links/
5f318ef492851cd302eebdf6/The-Use-of-Multimodal-Instructional-Materials-in-Teaching-
Science.pdf

Ideas Derived

Technology promotes creativity in the classroom for both teachers and students.
Furthermore, it uses a multimodal strategy that focuses on the auditory, visual, and
kinesthetic modes. As noted by Marchetti and Cullen (n.d.), these modes may not always rely
on technology, but given that many people nowadays are "digital natives," it is more likely
that a technology will be employed to enhance their learning. There have already been a
number of studies highlighting the use of presentations, films, and activities and how helpful
they are in promoting learning; however, there have been none in which each of these
approaches were given separately to various student groups under similar circumstances to
see their effects. The gap in this study can be related to how these instruments are only
occasionally used.
The research seeks to understand how multimodal instructional resources can
enhance education, more THE USE OF MULTIMODAL INSTRUCTIONAL resources IN TEACHING
SCIENCE 9 specifically in Science, and the way each of them can be used successfully.
Additionally, considering that the resources made available to teachers are insufficient to
meet the demands of their students, this study attempts to support them in their work.