@misc{10481/74242,
year = {2022},
month = {1},
url = {http://hdl.handle.net/10481/74242},
abstract = {The focus of this research is to examine the literacy practices of EFL teaching and learning in an
education course from a multiliteracies and multimodality perspective. A case study consisting 24
pre-service teachers and 8 in-service school teachers who were enrolled in a Masters of Education
programme at a private college in India were selected for the research. The researchers of this study
describe how they designed and executed the aforementioned teaching concerns in India using two
multimodal techniques for pre-service and in-service teacher education programs. Results of the
study reveal that introducing multimodal techniques into teacher education, particularly among EFL
teachers, is a challenging experience. It is as a result of these considerations that the approach takes
into account difficulties such as teacher reluctance to adopt multimodal practises, as well as
challenges related to instructional and philosophical issues. The researchers offer suggestions for
developing techniques as well as a roadmap for future EFL teacher education and training.},
publisher = {Universidad de Granada},
keywords = {Digitalization},
keywords = {English Language Teaching (ELT)},
keywords = {Multimodal teaching practices},
keywords = {Technology},
title = {Multimodal Teaching Practices for EFL Teacher Education: An Action Based Research Study},
author = {Yunus, Mehrunnisa M. and Suciati and Ritonga, Mahyudin and Kumar, Tribhuwan},
}