Skip to main navigation menu Skip to main content Skip to site footer

Vol. 15 No. 2 (2022)
Publicación continua

Research Reports

AN EXPERIENCE TO ENCOURAGE STUDENTS’ WRITING SKILL THROUGH MULTIMODALITY

https://doi.org/10.19053/2011835X.15338

Published 2022-11-28

  • Sandra Yannet Silva Vivas
    • ,
  • Daniela Alexandra Yepes González
    • ,
  • Lina Marìa Calixto Ariza

Sandra Yannet Silva Vivas
UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA

Daniela Alexandra Yepes González
UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA

Lina Marìa Calixto Ariza
UNIVERSIDAD PEDAGÓGICA Y TECNOLOGICA DE COLOMBIA

Abstract

Creative writing provides new options for students to motivate English language learning allowing them to use it meaningfully to interact with the world. Thus, this research experience attempts to integrate multimodality principles into creative writing as an opportunity to encourage eighth graders’ EFL learning at a public institution in Tunja. This research project follows action research features where a pedagogical intervention is conducted: four workshops were designed conveying creative writing activities using simultaneously image, video, text, sound, speech. Afterwards, they were uploaded to EDMODO learning space. Instruments used were surveys, students’ artifacts and focus groups. A process of planning, testing, observing and reflective cycle was followed. Data collected was analyzed following the grounded theory approach. Results indicate that by integrating creative writing along multimodality and E-learning environments, English learning becomes meaningful for them as a means of real self-expression and communication during the Covid-19 pandemic; their motivation is enacted when English permeates digital spaces in order to share thoughts and ideas in a creative way by using songs, pictures, drawings, and their own voice along their texts. Therefore, multimodal creative writing activities in virtual spaces demonstrate to be joyful strategies to foster motivation to learn and use English language, and they can be applied in the upcoming future in online and hybrid EFL classrooms.

 

Keywords

Multimodality, Edmodo, Online Classrooms, ICTs, education during COVID-19, creative writing

PDF (Español)

Author Biography

Sandra Yannet Silva Vivas

full time professor at Languages School at Universidad Pedagógica y Tecnológica de Colombia. She holds a M.A in Applied Linguistics to the Teaching of English Language from Universidad Distrital Francisco Jose de Caldas. Besides, she is a PhD in Education candidate. She has attended and participated in events focused on ELT.

Daniela Alexandra Yepes González

Full time professor at Instituto Internacional de Idiomas UPTC. She is studying the M.A in Language Teaching at Universidad Pedagógica y Tecnológica de Colombia. She belongs the research group
TONGUE that is ascribed to the Modern Languages school in the UPTC. Besides, she has
attended, participated and organized events focused on ELT.

Lina Marìa Calixto Ariza

Full time English teacher and, specialist in Educational Management from Universidad
Pedagógica y Tecnológica de Colombia. Currently, she is studying the M.A in Bilingual Education at
Universidad de la Rioja

References

  1. Abdul, G & Awan, A. (2019). Enhancing students´ engagement and motivation in English creative writing skills. Global Journal of Management, Social Sciences and Humanities, 5(2), 380-401. https://www.researchgate.net/deref/https%3A%2F%2Forcid.org%2F0000-0001-5767-6229
  2. Álvarez, J. (2016). Meaning Making and Communication in the Multimodal Age: Ideas for Language Teachers. Colombian Applied Linguistics Journal, 18(1), 98-115. https://doi.org/10.14483/calj.v18n1.8403 https://revistas.udistrital.edu.co/index.php/calj/article/view/8403/11499 DOI: https://doi.org/10.14483/calj.v18n1.8403
  3. Avila H. A. (2015). Creativity in the English Class: Activities to Promote EFL Learning. HOW Journal, 22(2), 91-103. https://doi.org/10.19183/how.22.2.141 DOI: https://doi.org/10.19183/how.22.2.141
  4. Avramenko, A. & Davydova, M. & Burikova, S. (2018). Developing creative writing skills in a high school ESL classroom. Training Language and Culture, 2(4), 55-69. https://doi.org/10.29366/2018tlc.2.4.4 DOI: https://doi.org/10.29366/2018tlc.2.4.4
  5. Bilton, L. & Sivasubramaniam, S. (2009). An inquiry into expressive writing: a classroom-based study. Language Teaching Research 13(3), 301-320. https://doi.org/10.1177/1362168809104702 https://www.researchgate.net/publication/249870544_An_inquiry_into_expressive_writing_a_classroom-based_study DOI: https://doi.org/10.1177/1362168809104702
  6. Boscolo, P. and Hidi, S. (2007). Writing and Motivation: Studies in Writing. Oxford: Elsevier.
  7. Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentice Hall Regents.
  8. Brown, H. D. (2000). Principles of language learning and teaching (vol. 4). Longman. https://www.ijeast.com/papers/55-57,TESMA208,IJEAST.pdf
  9. Charoenwet, S. & Christensen, A. (2016, 5-8th July). The Effect of Edmodo Learning Network on Students’ Perception, Self-Regulated Learning Behaviors and Learning Performance. The 10th International Multi-Conference on Society, Cybernetics and Informatics, Orlando, Florida. https://www.iiis.org/CDs2016/CD2016Summer/papers/EA948HG.pdf
  10. Cheng, H.-F. & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153-174. https://doi.org/10.2167/illt048.0 DOI: https://doi.org/10.2167/illt048.0
  11. Choi, J. & Yi, Y. (2016). Teachers' Integration of Multimodality Into Classroom Practices for English Language Learners. TESOL Journal, 7(2), 304–327. https://doi.org/10.1002/tesj.204 DOI: https://doi.org/10.1002/tesj.204
  12. Cope, W & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New Learning. Pedagogies. Pedagogies: An International Journal, 4. 164-195. http://dx.doi.org/10.1080/15544800903076044 DOI: https://doi.org/10.1080/15544800903076044
  13. Csikszentmihalyi, M. (1988). Motivation and creativity: Toward a synthesis of structural and energistic approaches to cognition. New Ideas in Psychology, 6(2), 159-176. https://doi.org/10.1016/0732-118X(88)90001-3 DOI: https://doi.org/10.1016/0732-118X(88)90001-3
  14. Dell, W. C. (1964). Creative Writing in the English Classroom. The English Journal, 53(7), 500-503. https://doi.org/10.2307/810594
  15. Díaz, J. (2017). Edmodo como herramienta virtual de aprendizaje. INNOVA Research Journal, 2(10), 9-16. https://doi.org/10.33890/innova.v2.n10.2017.259 https://www.researchgate.net/publication/331809425_Edmodo_como_herramienta_virtual_de_aprendizaje DOI: https://doi.org/10.33890/innova.v2.n10.2017.259
  16. Dilshad, R.M. & Latif, M.I. (2013). Focus group interview as a tool for qualitative research: An analysis. Pakistan Journal of Social Science (PJSS), 33(1), 191-198. https://www.bzu.edu.pk/PJSS/Vol33No12013/PJSS-Vol33-No1-16.pdf
  17. Dörnyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78(3), 273-284. https://doi.org/10.1111/j.1540-4781.1994.tb02042.x http://seas3.elte.hu/coursematerial/RyanChristopher/Dornyei(1994)_Foreign_Language_Classroom.pdf DOI: https://doi.org/10.1111/j.1540-4781.1994.tb02042.x
  18. Dell, W. C. (1964). Creative Writing in the English Classroom. The English Journal, 53(7), 500-503. https://doi.org/10.2307/810594 https://eric.ed.gov/?id=ED018420 DOI: https://doi.org/10.2307/810594
  19. Dougherty, P. & Dougherty, A. (2008). Creative writing and EFL motivation: A case study. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo: JALT. https://jalt-publications.org/archive/proceedings/2007/E059.pdf
  20. Filgona, J., Sakiyo, J. & Okoronka, A. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 10(4), 16-37.
  21. https://doi.org/10.9734/AJESS/2020/v10i430273 DOI: https://doi.org/10.9734/ajess/2020/v10i430273
  22. Fisher, C. (2017). Padlet: An Online Tool for Learner Engagement and Collaboration, Academy of Management Learning & Education 16(1). 163–165. https://doi.org/10.5465/amle.2017.0055 DOI: https://doi.org/10.5465/amle.2017.0055
  23. Hadi, M., Izzah, L. & Paulia, Q. (2021). Teaching Writing Through Canva Application To Enhance Students’ Writing Performance. JOLLT Journal of Languages and Language Teaching, 9 (2), 228 - 235. DOI: https://doi.org/10.33394/jollt.v9i2.3533
  24. doi: https://doi.org/10.33394/jollt.v%vi%i.3533
  25. Haswani, F. (2014). The role of technology in the EFL classroom. IJEE (Indonesian Journal of English Education), 1(2), 107-118. https://doi.org/10.15408/ijee.v1i2.1303 DOI: https://doi.org/10.15408/ijee.v1i2.1303
  26. Hatlevik, O. & Christophersen, K. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240– 247. https://doi.org/10.1016/j.compedu.2012.11.015 DOI: https://doi.org/10.1016/j.compedu.2012.11.015
  27. Howell, E. Reinking, D. Kaminski, R. (2015). Writing as Creative Design : Constructing Multimodal Arguments in a Multiliteracies Framework. Journal of Literacy and Technology. 16 (1). https://www.semanticscholar.org/paper/Writing-as-Creative-Design-%3A-Constructing-Arguments-Howell/0f306306fbc2a5c8980aecea576c87be5179a02f#citing-papers
  28. Husarova, Z. (2012). A Method of Teaching Multimodal Creative Writing. Studies in Foreign Language Education, 4. https://www.academia.edu/5606490/A_Method_of_Teaching_Multimodal_Creative_Writing
  29. Kaire, S. (2016). Significant Artifacts in Schools: Teacher and Pupil Perspectives. Journal of Education Culture and Society. 2 (1), 131-149. https://doi.org/10.15503/jecs20162.131.149 DOI: https://doi.org/10.15503/jecs20162.131.149
  30. Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong: Deakin University Press.
  31. Kress, G. R. (2003). Literacy in the new media age. Routledge. DOI: https://doi.org/10.4324/9780203299234
  32. Kress, G. R. (2008). Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge.
  33. Maley, A. (2009). Creative writing for language learners (and teachers). https://www.teachingenglish.org.uk/article/creative-writing-language-Learners-teachers
  34. Maloney, I. (2019). The Place of Creative Writing in an EFL University Curriculum. https://www.researchgate.net/publication/332142134_The_Place_of_Creative_Writing_in_an_EFL_University_Curriculum
  35. Mayora, C. (2006). Integrating multimedia technology in a high school EFL program. English Teaching Forum, 44(3), 14-21. https://www.academia.edu/28835798/Integrating_Multimedia_Technology_in_a_High_School_EFL_Program_In_English_Teaching_Forum_2006_Volume_44_Number_3
  36. New London Group (NLG). (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Education Review, 66, 60-92. http://newarcproject.pbworks.com/f/Pedagogy+of+Multiliteracies_New+London+Group.pdf DOI: https://doi.org/10.17763/haer.66.1.17370n67v22j160u
  37. O'Halloran, K. L., & Smith, B. A. (2012). Multimodality and Technology. The Encyclopedia of Applied Linguistics. https://doi.org/10.1002/9781405198431.WBEAL0837 DOI: https://doi.org/10.1002/9781405198431.wbeal0837
  38. Pazilah, F. N., Hashim, H., & Yunus, M. M. (2019). Using technology in ESL classroom: Highlights and challenges. Creative Education, 10, 3205-3212. https://doi.org/10.4236/ce.2019.1012244 DOI: https://doi.org/10.4236/ce.2019.1012244
  39. Pardlow, D. (2003, March). Finding new voices: Notes from a descriptive study of how and why I learned to use creative writing pedagogy to empower my composition students and myself. Paper presented at the Annual Meeting of the Conference on College Composition and Communication, New York, NY. https://files.eric.ed.gov/fulltext/ED474934.pdf
  40. Pelaez, P. (2016). The Effect of Multimodality in Increasing Motivation and Collaboration among 4th CSE EFL Students. [unpublished master’s thesis]. Universidad Complutense de Madrid, Madrid, España. https://www.academia.edu/29341844/The_Effect_of_Multimodality_in_Increasing_Motivation_and_Collaboration_among_4th_CSE_EFL_Students
  41. Pfeiffer, V. & Sivasubramaniam, S. (2016). Exploration of self-expression to improve L2 writing skills. Per Linguam 32(2), 95-108. https://doi.org/10.5785/32-2-654 https://pdfs.semanticscholar.org/7aed/05853eae551e4822de786c7e3a1dbe552541.pdf DOI: https://doi.org/10.5785/32-2-654
  42. Purnawarman, P., Susilawati, & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252. http://doi.org/10.17509/ijal.v5i2.1348 https://www.researchgate.net/publication/292386838_The_use_of_Edmodo_in_teaching_writing_in_a_blended_learning_setting DOI: https://doi.org/10.17509/ijal.v5i2.1348
  43. Raja, R. & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35. https://doi.org/10.21839/jaar.2018.v3iS1.165 DOI: https://doi.org/10.21839/jaar.2018.v3iS1.165
  44. Saadatmand, M., & Kumpulainen, K. (2012). Emerging Technologies and New Learning Ecologies: Learners’ Perceptions of Learning in Open and Networked Environments. Proceedings of the 8th International Conference on Networked Learning, 266-275. https://www.researchgate.net/publication/266327699_Saadatmand_M_Kumpulainen_K_2012_Emerging_Technologies_and_New_Learning_Ecologies_Learner's_Perceptions_of_Learning_in_Open_and_Networked_Environments_Proceedings_of_the_8th_International_Conference_on/link/553a39f90cf245bdd76271a9/download
  45. Salant, P., & Dillman, D. A. (1994). How to conduct your own survey. New York: John Wiley and Sons. https://doi.org/10.2307/3152021 DOI: https://doi.org/10.2307/3152021
  46. Scarcella, R. & Oxford, R. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Heinle & Heinle.
  47. Shanahan, L. (2013): Multimodal representations: a fifth-grade teacher influences students' design and production, Pedagogies: An International Journal, 8(2), 85-102. https://doi.org/10.1080/1554480x.2013.767768 DOI: https://doi.org/10.1080/1554480X.2013.767768
  48. Siemens, G. & Tittenberger, P. (2009). Handbook of Emerging Technologies for Learning. https://www.academia.edu/2857175/Handbook_of_emerging_technologies_for_learning
  49. Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc. https://dx.doi.org/10.4135/9781452230153 DOI: https://doi.org/10.4135/9781452230153
  50. Vigliocco, G., Perniss, P. & Vinson, D. (2014). Language as a multimodal phenomenon: Implications for language learning, processing and evolution. Philosophical transactions of the Royal Society of London, 369(1651), 1-7. https://doi.org/10.1098/rstb.2013.0292 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4123671/pdf/rstb20130292.pdf DOI: https://doi.org/10.1098/rstb.2013.0292
  51. Wahyuni, S. & Mujiyanto, Y. & Dwi, Rukmini & Fitriati, S. & Handoyo, B. (2020). Integrating Edmodo Into English Instruction: Students' Perceptions And Its Contribution To Autonomous Learning. 9. 1590-1595. https://doi.org/10.2991/eltlt-18.2019.64 DOI: https://doi.org/10.2991/eltlt-18.2019.64
  52. Zou, Changqing & Cao, Junjie & Ranaweera, Warunika & Alhashim, Ibraheem & Tan, Ping & Sheffer, Alla. (2016). Legible compact calligrams. ACM Transactions on Graphics. 35. 1-12. https://doi.org/10.1145/2897824.2925887 DOI: https://doi.org/10.1145/2897824.2925887

Downloads

Download data is not yet available.

Similar Articles

1 2 > >> 

You may also start an advanced similarity search for this article.