Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2025, Cilt: 9 Sayı: 1, 52 - 72, 29.06.2025

Abbas Hadizadeh

https://doi.org/10.51726/jlr.1582727

Öz

Kaynakça

  • Alalem, A. (2023). Digital storytelling for cultivating a participatory culture in first-year composition. Computers and Composition, 69, 102792. https://doi.org/10.1016/j. compcom.2023.102792.
  • Amirian, S. M. R., and Tavakoli, E. (2016). Academic oral presentation self-efficacy: a cross-sectional interdisciplinary comparative study. Higher Education Research Development, 35, 1095–1110. doi: 10.1080/07294360.2016.1160874
  • Arifin, S., Nurkamto, J., Rochsantiningsih, D., and Gunarhadi,. (2023). Degree of English-speaking anxiety experienced by EFL pre-service teachers in Madiun East Java. AIP Conf. Proc. 2805, 1–6. doi: 10.1063/5.0149282
  • Barber, J. D. (2023). The relationship between language mindsets and foreign language anxiety for university second language learners. International Journal on Social and Education Sciences (IJonSES), 5(3), 653-675. doi: 10.46328/ijonses.591
  • Belcher, D. D. (2017). On becoming facilitators of multimodal composing and digital design. Journal of Second Language Writing, 38, 80–85.
  • Beltrán-Planques, V., & Querol-Julián, M. (2018). English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence. System, 77, 80-90. https://doi.org/10.1016/j.system.2018.01.008.
  • Bloch, J. (2008). Blogging as a bridge between multiple forms of literacy: the use of blogs in an academic writing class. In D. D. Belcher, & A. Hirvela (Eds.), The oral-literate connection (pp. 288-317). Ann Arbor, MI: University of Michigan Press.
  • Casanave, C. P. (2017). Controversies in second language writing: Dilemmas and decisions in research and instruction. University of Michigan Press.
  • Castañeda, D. A., & Cho, M. H. (2013). The role of wiki writing in learning Spanish grammar. Computer Assisted Language Learning, 26(4), 334-349.
  • Chen, G., & Fu, X. (2003). Effects of multimodal information on learning performance and judgment of learning. Journal of Educational Computing Research, 29(3), 349-362.
  • Choi, J., & Yi, Y. (2016). Teachers’ integration of multimodal into classroom practices for English language learners. TESOL Journal, 7, 304–327.
  • Chuang, H. H., & Rosenbusch, M. H. (2005). Use of digital video technology in an elementary school foreign language methods course. British Journal of Educational Technology, 36(5), 869-880.
  • Coccetta, F. (2018). Developing university students’ multimodal communicative competence: Field research into multimodal text studies in English. System, 77, 19-27.
  • de Armijos, K. Y. (2019) Pecha Kucha: bolstering EFL skills of undergraduate students-an action research study. Proceedings [13th international technology, education and development conference (inted2019)]. 13th international technology, education and development conference (INTED), Valencia, Spain.
  • Duff, P. (2009). Language socialization in a Canadian secondary school: Talking about current events. In R. Barnard & M. Torres-Guzman (Eds.), Creating communities of learning in schools (pp. 165–185). Multilingual Matters.
  • Duff, P. (2010). Language socialization into academic discourse communities. Annual Review of Applied Linguistics, 30, 169–192.
  • Duff, P., & Anderson, T. (2015). Academic language and literacy socialization for second-language students. In N. Markee (Ed.), Handbook of classroom discourse and interaction (pp. 337–352). Wiley-Blackwell.
  • Freyn, A. L. (2017). Effects of a Multimodal Approach on ESL/EFL University Students' Attitudes towards Poetry. Journal of Education and Practice, 8(8), 80-83.
  • Galimberti, V., Mora, J. C., & Gilabert, R. (2023). Audio-synchronized textual enhancement in foreign language pronunciation learning from videos. System, 116, 103078. https://doi.org/10.1016/j.system.2023.103078.
  • Godwin-Jones, R. (2003). Emerging technologies. Language Learning & Technology, 7(2), 12-16.
  • Guichon, N., & McLornan, S. (2008). The effects of multimodality on L2 learners: Implications for CALL resource design. System, 36(1), 85-93. https://doi.org/10.1016/j.system.2007.11.005
  • Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. Arnold.
  • Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311-326.
  • Hawkins, M. (2018). Transmodalities and transnational encounters: Fostering critical cosmopolitan relations. Applied Linguistics, 39(1), 55–77.
  • Horner, B. (2011). Relocating basic writing. Journal of Basic Writing, 30(2), 5–23.
  • Hsu, H. Y., Wang, S. K., & Comac, L. (2008). Using audioblogs to assist English-language learning: An investigation into student perception. Computer Assisted Language Learning, 21(2), 181-198.
  • Hubbard, P. (2009). General introduction. In P. Hubbard (ed.), Computer assisted language learning, Volume 1: Foundations of CALL. Critical concepts in linguistics (pp. 1–20). New York: Routledge.
  • Hung, S. T. A., & Huang, H. T. D. (2015). Video blogging and English presentation performance: A pilot study. Psychological Reports, 117(2), 614-630.
  • Jewitt, C. (2006). Technology, literacy and learning: A multimodal approach. Routledge.
  • Jewitt, C. (2017). ‘An introduction to multimodality’ in C. Jewitt (ed.): The Routledge Handbook of Multimodal Analysis (pp. 14–27). Routledge.
  • Jiang, L., Yu, S., & Lee, I. (2022). Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice. Journal of Second Language Writing, 57, 100869. https://doi.org/10.1016/j.jslw.2022.100869.
  • Kang, J. (2020). Speaking and Writing Connections in L2: The Roles of Multimodal Teaching and Learning. 어학연구 (Language Research), 56(2).
  • Kennedy, V. (2014). Critical, cultural and multimodal approaches to using song as literature in language learning. Libri & Liberi: časopis za istraživanje dječje književnosti i kulture, 3(02), 295-310.
  • Kim, K. R. (2020). Oral Presentations as an Alternative Approach to Enhance L2 Learning and Communication Skills. Journal of Digital Convergence, 18(7). https://doi.org/10.14400/JDC.2020.18.7.111
  • Kress, G. (1999). English at the crossroads: Rethinking curricula of communication in the context of the turn to the visual. In C. Seife and G. Hawisher (Eds.), Passions, Pedagogies, and 21st Century Technologies (pp. 66–88). Utah State UP.
  • Kress, G. (2003). Literacy in the new media age. Routledge.
  • Kress, G. (2017). ‘What is a mode?’ In C. Jewitt (ed.), The Routledge handbook of multimodal analysis (pp. 54–67). Routledge.
  • Kress, G.,& van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold.
  • Kummin, S., Surat, S., Kutty, F. M., Othman, Z., & Muslim, N. (2020). The use of multimodal texts in teaching English language oral skills. Universal Journal of Educational Research, 8(12), 7015-7021.
  • Lantolf, J P., & Thorne, S. L. (2009). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
  • Lee, Y. J. (2019). Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An Investigation into learners' achievements and perceptions of the learning process. Australian Journal of Applied Linguistics, 2(1), 17-31.
  • Levis, J., & Pickering, L. (2004). Teaching intonation in discourse using speech visualization technology. System, 32(4), 505-524.
  • Li, M. (2020). Multimodal pedagogy in TESOL teacher education: Students’ perspectives. System, 94, 102337. https://doi.org/10.1016/j.system.2020.102337.
  • Lonnecker, C., Brady, M. P., McPherson, R., & Hawkins, J. (1994). Video self-modeling and cooperative classroom behavior in children with learning and behavior problems: Training and generalization effects. Behavioral Disorders, 20(1), 24-34.
  • Magnan, S. S. (2007). Commentary: The promise of digital scholarship in SLA research and language pedagogy. Language Learning & Technology, 11(3), 152–155. Retrieved from http://llt.msu.edu/vol11num3/pdf/magnan.pdf
  • Mak, H. S. (2019). Analysing the needs of EFL/ESL learners in developing academic presentation competence. RELC J. 52, 379–396. doi: 10.1177/0033688219879514
  • Mayer, R. E. (2001). Multimedia learning. New York, Cambridge University Press.
  • Morell, T., Beltrán-Palanques, V., & Norte, N. (2022). A multimodal analysis of pair work engagement episodes: Implications for EMI lecturer training. Journal of English for Academic Purposes, 58, 101124. https://doi.org/10.1016/j.jeap.2022.101124.
  • Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments: Special issue on interactive learning environments: Contemporary issues and trends. Educational Psychology Review, 19, 309-326.
  • O’Halloran, K. L., & Smith, B. A. (2012). Multimodality and technology. Encyclopedia of Applied Linguistics. New Jersey: Wiley-Blackwell.
  • Pacheco, M. B., & Smith, B. E. (2015). Across languages, modes, and identities: Bilingual adolescents’ multimodal codemeshing in the literacy classroom. Bilingual Research Journal, 38(3), 292–312.
  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage.
  • Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO journal, 7-32.
  • Peng, J. E. (2019). Understanding willingness to communicate as embedded in classroom multimodal affordances: Evidence from interdisciplinary perspectives. Linguistics and Education, 51, 59-68. https://doi.org/10.1016/j.linged.2019.04.006.
  • Powell S. R. (2011). Examining preservice music teachers’ perceptions of initial peer- and field-teaching experiences. Journal of Music Teacher Education, 21(1), 11–26.
  • Rubin, D. L., & Kang, O. (2008). Writing to speak: What goes on across the two-way street. In D. Belcher & A. Hirvela (Eds.), The oral-literate connection (pp. 210-225). Ann Arbor, MI: University of Michigan Press.
  • Sabaté-Dalmau, M., & Moncada-Comas, B. (2023). Exploring the affordances of multimodal competence, multichannel awareness and plurilingual lecturing in EMI. System, 118, 103-161. https://doi.org/10.1016/j.system.2023.103161.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158. https://doi.org/10.1093/applin/11.2.129
  • Shin, D. S., & Cimasko, T. (2008). Multimodal composition in a college ESL class: New tools, traditional norms. Computers and Composition, 25(4), 376–395.
  • Shipka, J. (2005). A multimodal task-based framework for composing. College Composition and Communication, 57(2), 277–306.
  • Shipka, J. (2016). Transmodality in/and processes of making: Changing dispositions and practice. College English, 78(3), 250–257.
  • Smith, B. E., Pacheco, M. B., & De Almeida, C. R. (2017). Multimodal codemeshing: Bilingual adolescents’ processes composing across modes and languages. Journal of Second Language Writing, 36, 6–22.
  • Soliman, M. (2023). The multi-modal design of PowerPoint oral presentations: a case study from Spanish L2 Literature classroom. Literatura y Lingüística, (48).
  • Sundqvist, P., & Wikström, P. (2015). Out-of-school digital gameplay and in-school L2 English vocabulary outcomes. System, 51, 65-76. https://doi.org/10.1016/j. system.2015.04.001.
  • Sun, Y., Yang, K., & Silva, T. (2021). Multimodality in L2 writing: Intellectual roots and contemporary developments. In D.-S. Shin, T. Cimasko, & Y. Yi (Eds.), Multimodal Composing in K-16 ESL and EFL Education (pp. 3-16). Springer. https://doi.org/10.1007/978-981-16-0530-7_1
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and output in its development. In S. Gass & C. Madden (Eds.), Input in Second Language Acquisition (pp. 235-253). Newbury House.
  • Tardy, C. M. (2005). Expressions of disciplinarity and individuality in a multimodal genre. Computers and Composition, 22(3), 319-336.
  • Yi, Y., & Angay-Crowder, T. (2016). Multimodal pedagogies for teacher education in TESOL. TESOL Quarterly, 50(4), 988–998.
  • Yi, Y.,& Choi, J. (2015). Teachers’ views of multimodal practices in K–12 classrooms: Voices from teachers in the United States. TESOL Quarterly, 49(4), 838–847.
  • Zharkynbekova, S., Zhussupova, R., and Suleimenova, S. (2017), Exploring Pecha Kucha in EFL learners’ public speaking performances. [Proceedings of the Head'17 - 3rd International Conference on Higher Education Advances]. 3rd International Conference on Higher Education Advances (HEAd), Univ Politecnica Valencia, Fac Business Adm & Management, Valencia, SPAIN.

Exploring the Impact of Multimodal Language Learning Activities on oral Skill Development: A Study of In-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects in an International Context

Yıl 2025, Cilt: 9 Sayı: 1, 52 - 72, 29.06.2025

Abbas Hadizadeh

https://doi.org/10.51726/jlr.1582727

Öz

In recent years, the digitalization of society has sparked growing interest in multimodality, particularly within applied linguistics and second language acquisition (SLA). Research in computer-assisted language learning (CALL) has examined how both teachers and students perceive and implement multimodal activities in second language classrooms, exploring their effects on L2 comprehension, writing, and vocabulary development. However, the impact of multimodal activities on L2 oral skill development, specifically oral presentation skills, remains underexplored. This study investigates the influence of four different modes of oral presentations (oral speech, PowerPoint presentations, video projects, and blog projects) as multimodal activities on the L2 oral skill development of first-year ELT students in an international context in northern Cyprus. Employing a mixed-method approach, including surveys, reflections, and interviews, the study reveals that multimodal activities significantly enhanced integrated skills, particularly vocabulary, grammar, writing, presentation, and speaking abilities. These activities also enabled students to identify and correct linguistic errors while improving their presentation skills through the consistent use of language across various modes (e.g., classroom presentations and blog reflections). Additionally, multimodality fostered social skills by facilitating group participation, peer collaboration, feedback exchange, and the negotiation of linguistic, content, and technical knowledge. On a psychological level, the multimodal approach helped students overcome their fear of oral presentations, reduce anxiety, boost self-confidence, and increase motivation. The use of visuals, such as PowerPoint slides, videos, and blogs, presented both challenges and opportunities, underscoring the importance of training students to effectively utilize multimodal activities to enhance their speaking skills and highlighting the need to integrate such technologies into L2 education.

Anahtar Kelimeler

Multimodality oral speech PowerPoint presentation video project blog perceptions

Etik Beyan

This study was conducted in accordance with the principles of scientific research and publication ethics. Ethical approval for this research was obtained from the Ethics Committee of Cyprus International University.

Kaynakça

  • Alalem, A. (2023). Digital storytelling for cultivating a participatory culture in first-year composition. Computers and Composition, 69, 102792. https://doi.org/10.1016/j. compcom.2023.102792.
  • Amirian, S. M. R., and Tavakoli, E. (2016). Academic oral presentation self-efficacy: a cross-sectional interdisciplinary comparative study. Higher Education Research Development, 35, 1095–1110. doi: 10.1080/07294360.2016.1160874
  • Arifin, S., Nurkamto, J., Rochsantiningsih, D., and Gunarhadi,. (2023). Degree of English-speaking anxiety experienced by EFL pre-service teachers in Madiun East Java. AIP Conf. Proc. 2805, 1–6. doi: 10.1063/5.0149282
  • Barber, J. D. (2023). The relationship between language mindsets and foreign language anxiety for university second language learners. International Journal on Social and Education Sciences (IJonSES), 5(3), 653-675. doi: 10.46328/ijonses.591
  • Belcher, D. D. (2017). On becoming facilitators of multimodal composing and digital design. Journal of Second Language Writing, 38, 80–85.
  • Beltrán-Planques, V., & Querol-Julián, M. (2018). English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence. System, 77, 80-90. https://doi.org/10.1016/j.system.2018.01.008.
  • Bloch, J. (2008). Blogging as a bridge between multiple forms of literacy: the use of blogs in an academic writing class. In D. D. Belcher, & A. Hirvela (Eds.), The oral-literate connection (pp. 288-317). Ann Arbor, MI: University of Michigan Press.
  • Casanave, C. P. (2017). Controversies in second language writing: Dilemmas and decisions in research and instruction. University of Michigan Press.
  • Castañeda, D. A., & Cho, M. H. (2013). The role of wiki writing in learning Spanish grammar. Computer Assisted Language Learning, 26(4), 334-349.
  • Chen, G., & Fu, X. (2003). Effects of multimodal information on learning performance and judgment of learning. Journal of Educational Computing Research, 29(3), 349-362.
  • Choi, J., & Yi, Y. (2016). Teachers’ integration of multimodal into classroom practices for English language learners. TESOL Journal, 7, 304–327.
  • Chuang, H. H., & Rosenbusch, M. H. (2005). Use of digital video technology in an elementary school foreign language methods course. British Journal of Educational Technology, 36(5), 869-880.
  • Coccetta, F. (2018). Developing university students’ multimodal communicative competence: Field research into multimodal text studies in English. System, 77, 19-27.
  • de Armijos, K. Y. (2019) Pecha Kucha: bolstering EFL skills of undergraduate students-an action research study. Proceedings [13th international technology, education and development conference (inted2019)]. 13th international technology, education and development conference (INTED), Valencia, Spain.
  • Duff, P. (2009). Language socialization in a Canadian secondary school: Talking about current events. In R. Barnard & M. Torres-Guzman (Eds.), Creating communities of learning in schools (pp. 165–185). Multilingual Matters.
  • Duff, P. (2010). Language socialization into academic discourse communities. Annual Review of Applied Linguistics, 30, 169–192.
  • Duff, P., & Anderson, T. (2015). Academic language and literacy socialization for second-language students. In N. Markee (Ed.), Handbook of classroom discourse and interaction (pp. 337–352). Wiley-Blackwell.
  • Freyn, A. L. (2017). Effects of a Multimodal Approach on ESL/EFL University Students' Attitudes towards Poetry. Journal of Education and Practice, 8(8), 80-83.
  • Galimberti, V., Mora, J. C., & Gilabert, R. (2023). Audio-synchronized textual enhancement in foreign language pronunciation learning from videos. System, 116, 103078. https://doi.org/10.1016/j.system.2023.103078.
  • Godwin-Jones, R. (2003). Emerging technologies. Language Learning & Technology, 7(2), 12-16.
  • Guichon, N., & McLornan, S. (2008). The effects of multimodality on L2 learners: Implications for CALL resource design. System, 36(1), 85-93. https://doi.org/10.1016/j.system.2007.11.005
  • Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. Arnold.
  • Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311-326.
  • Hawkins, M. (2018). Transmodalities and transnational encounters: Fostering critical cosmopolitan relations. Applied Linguistics, 39(1), 55–77.
  • Horner, B. (2011). Relocating basic writing. Journal of Basic Writing, 30(2), 5–23.
  • Hsu, H. Y., Wang, S. K., & Comac, L. (2008). Using audioblogs to assist English-language learning: An investigation into student perception. Computer Assisted Language Learning, 21(2), 181-198.
  • Hubbard, P. (2009). General introduction. In P. Hubbard (ed.), Computer assisted language learning, Volume 1: Foundations of CALL. Critical concepts in linguistics (pp. 1–20). New York: Routledge.
  • Hung, S. T. A., & Huang, H. T. D. (2015). Video blogging and English presentation performance: A pilot study. Psychological Reports, 117(2), 614-630.
  • Jewitt, C. (2006). Technology, literacy and learning: A multimodal approach. Routledge.
  • Jewitt, C. (2017). ‘An introduction to multimodality’ in C. Jewitt (ed.): The Routledge Handbook of Multimodal Analysis (pp. 14–27). Routledge.
  • Jiang, L., Yu, S., & Lee, I. (2022). Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice. Journal of Second Language Writing, 57, 100869. https://doi.org/10.1016/j.jslw.2022.100869.
  • Kang, J. (2020). Speaking and Writing Connections in L2: The Roles of Multimodal Teaching and Learning. 어학연구 (Language Research), 56(2).
  • Kennedy, V. (2014). Critical, cultural and multimodal approaches to using song as literature in language learning. Libri & Liberi: časopis za istraživanje dječje književnosti i kulture, 3(02), 295-310.
  • Kim, K. R. (2020). Oral Presentations as an Alternative Approach to Enhance L2 Learning and Communication Skills. Journal of Digital Convergence, 18(7). https://doi.org/10.14400/JDC.2020.18.7.111
  • Kress, G. (1999). English at the crossroads: Rethinking curricula of communication in the context of the turn to the visual. In C. Seife and G. Hawisher (Eds.), Passions, Pedagogies, and 21st Century Technologies (pp. 66–88). Utah State UP.
  • Kress, G. (2003). Literacy in the new media age. Routledge.
  • Kress, G. (2017). ‘What is a mode?’ In C. Jewitt (ed.), The Routledge handbook of multimodal analysis (pp. 54–67). Routledge.
  • Kress, G.,& van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold.
  • Kummin, S., Surat, S., Kutty, F. M., Othman, Z., & Muslim, N. (2020). The use of multimodal texts in teaching English language oral skills. Universal Journal of Educational Research, 8(12), 7015-7021.
  • Lantolf, J P., & Thorne, S. L. (2009). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
  • Lee, Y. J. (2019). Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An Investigation into learners' achievements and perceptions of the learning process. Australian Journal of Applied Linguistics, 2(1), 17-31.
  • Levis, J., & Pickering, L. (2004). Teaching intonation in discourse using speech visualization technology. System, 32(4), 505-524.
  • Li, M. (2020). Multimodal pedagogy in TESOL teacher education: Students’ perspectives. System, 94, 102337. https://doi.org/10.1016/j.system.2020.102337.
  • Lonnecker, C., Brady, M. P., McPherson, R., & Hawkins, J. (1994). Video self-modeling and cooperative classroom behavior in children with learning and behavior problems: Training and generalization effects. Behavioral Disorders, 20(1), 24-34.
  • Magnan, S. S. (2007). Commentary: The promise of digital scholarship in SLA research and language pedagogy. Language Learning & Technology, 11(3), 152–155. Retrieved from http://llt.msu.edu/vol11num3/pdf/magnan.pdf
  • Mak, H. S. (2019). Analysing the needs of EFL/ESL learners in developing academic presentation competence. RELC J. 52, 379–396. doi: 10.1177/0033688219879514
  • Mayer, R. E. (2001). Multimedia learning. New York, Cambridge University Press.
  • Morell, T., Beltrán-Palanques, V., & Norte, N. (2022). A multimodal analysis of pair work engagement episodes: Implications for EMI lecturer training. Journal of English for Academic Purposes, 58, 101124. https://doi.org/10.1016/j.jeap.2022.101124.
  • Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments: Special issue on interactive learning environments: Contemporary issues and trends. Educational Psychology Review, 19, 309-326.
  • O’Halloran, K. L., & Smith, B. A. (2012). Multimodality and technology. Encyclopedia of Applied Linguistics. New Jersey: Wiley-Blackwell.
  • Pacheco, M. B., & Smith, B. E. (2015). Across languages, modes, and identities: Bilingual adolescents’ multimodal codemeshing in the literacy classroom. Bilingual Research Journal, 38(3), 292–312.
  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage.
  • Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO journal, 7-32.
  • Peng, J. E. (2019). Understanding willingness to communicate as embedded in classroom multimodal affordances: Evidence from interdisciplinary perspectives. Linguistics and Education, 51, 59-68. https://doi.org/10.1016/j.linged.2019.04.006.
  • Powell S. R. (2011). Examining preservice music teachers’ perceptions of initial peer- and field-teaching experiences. Journal of Music Teacher Education, 21(1), 11–26.
  • Rubin, D. L., & Kang, O. (2008). Writing to speak: What goes on across the two-way street. In D. Belcher & A. Hirvela (Eds.), The oral-literate connection (pp. 210-225). Ann Arbor, MI: University of Michigan Press.
  • Sabaté-Dalmau, M., & Moncada-Comas, B. (2023). Exploring the affordances of multimodal competence, multichannel awareness and plurilingual lecturing in EMI. System, 118, 103-161. https://doi.org/10.1016/j.system.2023.103161.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158. https://doi.org/10.1093/applin/11.2.129
  • Shin, D. S., & Cimasko, T. (2008). Multimodal composition in a college ESL class: New tools, traditional norms. Computers and Composition, 25(4), 376–395.
  • Shipka, J. (2005). A multimodal task-based framework for composing. College Composition and Communication, 57(2), 277–306.
  • Shipka, J. (2016). Transmodality in/and processes of making: Changing dispositions and practice. College English, 78(3), 250–257.
  • Smith, B. E., Pacheco, M. B., & De Almeida, C. R. (2017). Multimodal codemeshing: Bilingual adolescents’ processes composing across modes and languages. Journal of Second Language Writing, 36, 6–22.
  • Soliman, M. (2023). The multi-modal design of PowerPoint oral presentations: a case study from Spanish L2 Literature classroom. Literatura y Lingüística, (48).
  • Sundqvist, P., & Wikström, P. (2015). Out-of-school digital gameplay and in-school L2 English vocabulary outcomes. System, 51, 65-76. https://doi.org/10.1016/j. system.2015.04.001.
  • Sun, Y., Yang, K., & Silva, T. (2021). Multimodality in L2 writing: Intellectual roots and contemporary developments. In D.-S. Shin, T. Cimasko, & Y. Yi (Eds.), Multimodal Composing in K-16 ESL and EFL Education (pp. 3-16). Springer. https://doi.org/10.1007/978-981-16-0530-7_1
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and output in its development. In S. Gass & C. Madden (Eds.), Input in Second Language Acquisition (pp. 235-253). Newbury House.
  • Tardy, C. M. (2005). Expressions of disciplinarity and individuality in a multimodal genre. Computers and Composition, 22(3), 319-336.
  • Yi, Y., & Angay-Crowder, T. (2016). Multimodal pedagogies for teacher education in TESOL. TESOL Quarterly, 50(4), 988–998.
  • Yi, Y.,& Choi, J. (2015). Teachers’ views of multimodal practices in K–12 classrooms: Voices from teachers in the United States. TESOL Quarterly, 49(4), 838–847.
  • Zharkynbekova, S., Zhussupova, R., and Suleimenova, S. (2017), Exploring Pecha Kucha in EFL learners’ public speaking performances. [Proceedings of the Head'17 - 3rd International Conference on Higher Education Advances]. 3rd International Conference on Higher Education Advances (HEAd), Univ Politecnica Valencia, Fac Business Adm & Management, Valencia, SPAIN.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları (Diğer), Uygulamalı Dilbilim ve Eğitim Dilbilimi
Bölüm Makaleler
Yazarlar

Abbas Hadizadeh 0000-0002-9498-1887

Yayımlanma Tarihi 29 Haziran 2025
Gönderilme Tarihi 11 Kasım 2024
Kabul Tarihi 8 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 9 Sayı: 1

Kaynak Göster

APA Hadizadeh, A. (2025). Exploring the Impact of Multimodal Language Learning Activities on oral Skill Development: A Study of In-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects in an International Context. Journal of Language Research, 9(1), 52-72. https://doi.org/10.51726/jlr.1582727
AMA Hadizadeh A. Exploring the Impact of Multimodal Language Learning Activities on oral Skill Development: A Study of In-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects in an International Context. JLR. Haziran 2025;9(1):52-72. doi:10.51726/jlr.1582727
Chicago Hadizadeh, Abbas. “Exploring the Impact of Multimodal Language Learning Activities on Oral Skill Development: A Study of In-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects in an International Context”. Journal of Language Research 9, sy. 1 (Haziran 2025): 52-72. https://doi.org/10.51726/jlr.1582727.
EndNote Hadizadeh A (01 Haziran 2025) Exploring the Impact of Multimodal Language Learning Activities on oral Skill Development: A Study of In-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects in an International Context. Journal of Language Research 9 1 52–72.
IEEE A. Hadizadeh, “Exploring the Impact of Multimodal Language Learning Activities on oral Skill Development: A Study of In-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects in an International Context”, JLR, c. 9, sy. 1, ss. 52–72, 2025, doi: 10.51726/jlr.1582727.
ISNAD Hadizadeh, Abbas. “Exploring the Impact of Multimodal Language Learning Activities on Oral Skill Development: A Study of In-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects in an International Context”. Journal of Language Research 9/1 (Haziran 2025), 52-72. https://doi.org/10.51726/jlr.1582727.
JAMA Hadizadeh A. Exploring the Impact of Multimodal Language Learning Activities on oral Skill Development: A Study of In-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects in an International Context. JLR. 2025;9:52–72.
MLA Hadizadeh, Abbas. “Exploring the Impact of Multimodal Language Learning Activities on Oral Skill Development: A Study of In-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects in an International Context”. Journal of Language Research, c. 9, sy. 1, 2025, ss. 52-72, doi:10.51726/jlr.1582727.
Vancouver Hadizadeh A. Exploring the Impact of Multimodal Language Learning Activities on oral Skill Development: A Study of In-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects in an International Context. JLR. 2025;9(1):52-7.
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