A Syllabus Analysis to Investigate Multimodal Paradigm Awareness In EFL Writing Courses

Dewi Yana, Yenni Rozimela, Hamzah Hamzah

Abstract


The sophistication of ICT and the variety of semiotic resources used in communication have led to paradigm shifts from a mono-modal to a multimodal perspective and from mono-text to digital multimodal text. In contrast, research into the Multimodal Approach (MA) in curriculum development appears to be scarce. Therefore, this study reports a research on EFL Writing Courses curricula. A Qualitative content analysis method was employed to evaluate curriculum components that reflect the curricular designers’ awareness on multimodal in the four syllabuses of EFL Writing-Courses. The data collection procedures were formulating research questions, documenting & determining the observation and analysis units, developing categories & coding rules, and performing data coding. The data found were analyzed and interpret thematically based on the research formulation. The findings indicate that (1) objectives are expressed in the form of clear learning outcomes and descriptions, (2) content and sequencing are structured regularly and appear to be layered, (3) different formats and presentations for teaching-training activities for each meeting, and (4) monitoring and evaluation are typically provided from a variety of categories. All of these components, however, disregard the multimodal paradigm. This necessitates recognizing and reconstructing the existing curriculum to accommodate the current multimodal paradigm.

Keywords


Digital multimodal; ELT; multimodal approach; syllabus analysis; writing courses

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References


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