INTRODUCTION:

Multimodality involves utilizing multiple methods of communication to create significance, which results from the change in the communicative environment of the 21st century. It consists of linguistic, visual, auditory, gestural, and spatial modes¹. The linguistic mode encompasses vocabulary, structure, and the grammar of spoken and written language. The visual mode involves the utilization of colors, vectors, scenes, perspectives, and viewpoints in both static and dynamic images. The auditory mode embodies the rhythm of music and sound effects. The gestural mode encompasses physical gestures, such as signing, and a variety of movements. The spatial mode involves the position, layout, arrangement, and organization of objects.

When considering the way in which people communicate, everything is now multimodal. The advancement of Information and Communication Technology (ICT) allows people to make use of all kinds of modes and mediums for imparting and exchanging information. Communication is no longer limited to language or perceived through paper-based media. Forms like audio, visual, and spatial are also relevant and serve different functions. They don’t subsidiarily elaborate, illustrate, or adjust language but operate concurrently with it while constructing definitions.^2,3,4

At this present time, students are digital natives. They read and produce texts incorporating multiple modes that require an intricate interaction between language and pictures, along with additional graphical or auditory components, to a much greater extent than just printed texts^5,6. Because of this, the perception of literacy in today’s world has changed. Literacy should not only be about linguistic accomplishments. Instead, it needs to encompass a vast array of other semiotic modes or multimodalities in order to best engage the students and respond to the recent requirements of the world at large⁷.

Incorporating multimodality within pedagogical practice, or being reliant on multimodal teaching methodology or strategy, implies a change of framework or model regarding the manner in which meanings are represented and constructed. Teachers implement this new paradigm by shifting from a language perspective to a modal perspective, which emphasizes the use of multiple modes.⁴ Unlike the traditional classroom, the integration of multimodality is student-focused and offers the students a chance to take control and make a choice about their learning. For the students who are discouraged by the linguistic-oriented teaching, multimodality allows them to experience learning in ways that they are most comfortable with.^2,1 The aforementioned students can engage in practices that widen their perspectives on literacy and go beyond the language aspect itself. Writing with perfect grammar is no longer the only indication of the intellectuality of the students. Multimodality facilitates various other means that students can adopt when they engage in classroom learning and tasks. This would motivate them to learn more.

Furthermore, the integration of multimodality takes into account the students’ everyday reality or lived experiences and connects them to classroom learning. Daniels⁸ proposed a close relationship between learning and life experiences. Students must situate themselves and connect their everyday lives to the learning process in order to engage with a subject. At present, students are living in a multimodal world, surrounded by the use and production of multimodal communication that features the use of photos, graphics, sounds, and icons.⁹ Integrating multimodality into the teaching approach and designing the kinds of activities or tasks that embody multimodality is more likely to actuate the interests of the students of today’s world than the traditional approach. When the students perceive that what they do in a classroom is beneficial to their lives, they will be intrinsically motivated and feel more comfortable learning.^10,11,12

More importantly, the integration of multimodality could promote critical thinking skills. The analysis of written works suggested that the use of multimodality could aid reflective, generative, and higher-order thinking skills. Unlike the traditional teaching approach, where teachers have all authority, the fundamental concept of multimodality-based pedagogy is to guarantee engagement and cognitive involvement so that students' active participation is supported.¹¹ The focus would be on the students who have to respond to various activities like reflection, conversation, critical thinking, problem-solving, integration, theorizing, or making inferences. This is a catalyst for them to gradually scaffold and develop their higher-order thinking and analytical skills that are useful for critical reading.

The class meets three times a week. The duration of each meeting is 60 minutes. In a typical class session, some students actively engage in discussions and activities, demonstrating genuine interest in the subject and seeking to deepen their understanding. However, there are also students who appear less engaged and struggle to connect with the material. To bridge these research gaps, this study was undertaken with the anticipation that incorporating multiple modes of literacy instruction and teaching critical reading would address these deficiencies. It examined the effects of multimodal literacy instruction on improving the skill of critical reading in college learners.

OBJECTIVES OF THE STUDY:

In light of the evolving digital landscape and the significance of equipping university students with essential literacy capabilities for success, this study aimed to explore multimodal literacy instruction on their understanding of written texts and critical thinking abilities. The research objectives included:

1. Ascertain the degree of critical thinking skills of college students using multimodal literacy instruction.

2. Explore the college students’ critical thinking skills towards multimodal literacy instruction.

3. Prepare teaching-learning activity/ies in support of multimodal literacy instruction.

RESULTS AND DISCUSSION:

As presented in Table 1, the degree of critical thinking skills of college students using multimodal literacy instruction in terms of complex problem analysis are revealed.

Table 1: Level Assessing the Critical Thinking Abilities among College students using Multimodal Literacy Instruction in terms of Complex Problem Analysis

I can analyze complex problems effectively.	Frequency	Percentage
Very Low	0	.0
Low	1	3.3
High	25	83.3
Very High	4	13.3
Total	30	100

Legend: 4 - Very High, 3 - High, 2 - Low, 1 - Very Low

It can be assessed that the majority of college students exhibit a high level, while there is a very high level, but there is also a low level. It can be concluded that most college students in the Bachelor of Arts in English Language Studies can highly analyze complex problems effectively. At the present time, students are digital natives. They read and produce texts that incorporate multiple modes of communication that involve an intricate interaction between language, pictures, and other visual or auditory components to a much greater extent than just printed texts.^5,6 Because of this, the perception of literacy in today’s world has changed. Literacy should not only be about linguistic accomplishments. Instead, it needs to encompass a vast array of other semiotic modes or multimodalities in order to best engage the students and respond to the recent requirements of the world at large.⁷

Table 2: Level of Critical Thinking Skills of College students using Multimodal Literacy Instruction in terms of Perspectives on Issues or Topics

I can evaluate different perspectives on an issue or topic.	Frequency	Percentage
Very Low	0	.0
Low	1	3.3
High	25	83.3
Very High	4	13.3
Total	30	100

Legend: 4 - Very High, 3 - High, 2 - Low, 1 - Very Low

As presented in Table 2, the extent of critical thinking skills of college students using multimodal literacy instruction in terms of perspectives on issues or topics is revealed. It can be assessed that the majority of college students exhibit a high level, while there is a very high level, but there is also a low level. It can be concluded that most college students pursuing a Bachelor of Arts in English Language Studies can highly evaluate different perspectives on an issue or topic. The clearest advantage of critical reading is that it can improve learners’ ability to comprehend a text.

In an academic sense, being critical is equal to advancing students’ understandings¹³. Critical reading assures that students thoroughly look at the text at a deeper level and go beyond the information given. This helps them better comprehend the material and gain more in-depth perspectives on text comprehension. Besides, linking and providing commentary on ideas is also an important component of critical reading that aids better comprehension¹⁴. This will result in their effective learning and, in return, help students score better in any tests or exams they have to take.

Table 3: Level of Critical Thinking Skills of College students using Multimodal Literacy Instruction in terms of Identification of Logical Fallacies Arguments

I can identify logical fallacies in arguments.	Frequency	Percentage
Very Low	0	.0
Low	4	13.3
High	24	80.0
Very High	2	6.7
Total	30	100

Legend: 4 - Very High, 3 - High, 2 - Low, 1 - Very Low

As presented in Table 3, the extent of critical thinking skills of college students using multimodal literacy instruction in terms of identifying logical fallacies in arguments is revealed. It can be assessed that the majority of college students exhibit a high level, while there are also low and very high levels. It can be concluded that most college students in the Bachelor of Arts in English Language Studies can highly identify logical fallacies in arguments.

Analyzing takes two forms: functionally and critically. Analyzing functionally occurs when students analyze the purpose of a certain piece of information, activity, object, or conveyed significance. This encompasses activities like logical reasoning, making inferences and deductions, establishing relationships such as cause and effect, and scrutinizing logical correlations. For instance, Cope and Kalantzis¹⁵ provided an example that analyzing functionally could entail scrutinizing the decisions made by creators during the design phase of a multimodal knowledge representation and the impacts of these decisions on conveying meanings.

Table 4: Level of Critical Thinking Skills of College students using Multimodal Literacy Instruction in terms of Innovative Solutions to Problems

I can generate innovative solutions to problems	Frequency	Percentage
Very Low	0	.0
Low	5	16.7
High	22	73.3
Very High	3	10.0
Total	30	100

Legend: 4 - Very High, 3 - High, 2 - Low, 1 - Very Low

As presented in Table 4, the degree of critical thinking skills of college students using multimodal literacy instruction in terms of innovative solutions to problems is revealed. It can be assessed that the majority of college students exhibit a high level, while there is a low level, but there is also a very high level. It can be concluded that most college students in the Bachelor of Arts in English Language Studies can highly generate innovative solutions to problems. Since critical reading plays an important role in students’ academic lives, the problem must not be overlooked.

Teachers are considered one of the key mechanisms for teaching and learning efficiency. Thus, they are obligated to find a successful solution to improve the skill of critical reading among students. Several attempts have been successful in doing so. For example, Tangpinijkarn¹⁶, Srisirasasipon¹⁷, Thonglon and Sroinam¹⁸, Srisud¹⁹, Uaei-chimplee²⁰, Wannakhao²¹, Boonplong²², and Lekvilai²³ have tested whether teaching methods such as the Know-Want-Learn-How (KWLH) technique, the ERICA model for proficient reading skills in subject areas, the process of the Survey, Interrogate, Read, Recapitulate, and Review (SQ3R) technique, research-based learning approach, and reader response-based approach could be adopted to improve the critical reading skills of students in Thailand.

Table 5: Level Regarding Critical Thinking Skills of College students using Multimodal Literacy Instruction in terms of Real-Life Situations

I can apply critical thinking skills in real-life situations	Frequency	Percentage
Very Low	0	.0
Low	0	.0
High	21	70.0
Very High	9	30.0
Total	30	100

Legend: 4 - Very High, 3 - High, 2 - Low, 1 - Very Low

As presented in Table 5, the degree of critical thinking skills of college students using multimodal literacy instruction in terms of real-life situations is revealed. It can be assessed that the majority of college students exhibit a high level, while there are very high levels. It can be concluded that most college students in the Bachelor of Arts in English Language Studies can highly apply critical thinking skills in real-life situations.

Multimodality can be an effective pedagogy in English language teaching because it represents students' practical knowledge and life experiences. To incorporate multimodality, The New London Group¹ suggested the teaching approach of multiple literacies. According to Rowsell and Walsh²⁴ multimodality informs the principles of how individuals construct meaning, while multiple literacies provide a potential teaching method or instrument for achieving this.

Table 6: Overall Level of Critical Thinking Skills of College students using Multimodal Literacy Instruction

Overall, how would you rate your level of critical thinking skills	Frequency	Percentage
Very Low	0	.0
Low	2	6.7
High	27	90.0
Very High	1	3.3
Total	30	100

Legend: 4 - Very High, 3 - High, 2 - Low, 1 - Very Low

As presented in Table 6, the overall extent of the critical thinking skills of college students using multimodal literacy instruction is revealed. It can be assessed that the majority of college students exhibit a high level, while there is a low level, but there is also a very high level. It can be concluded that most college students in the Bachelor of Arts in English Language Studies have a highly rated overall level of critical thinking skills.

However, attention has been drawn to a higher level of reading comprehension. Researchers and scholars around the world have recently expressed concern over text complexity and fluidity in the 21st century²⁵. They argued that this could cause problems for inexperienced readers, especially those who are students. Surrounded by an endless amount of information, readers in this century need a skill that helps them tackle those texts wisely. The skill must prepare them to be more fact-oriented, analytic, open-minded, and inquisitive. In this regard, critical reading has come into play.

College Students’ Critical Thinking Skills Towards Multimodal Literacy Instruction:

As presented in Table 7, the college students’ critical thinking skills towards multimodal literacy instruction are revealed.

Table 7: Critical Thinking Skills Towards Multimodal Literacy Instruction

Student Performance	Frequency	Percentage
Failure	15	50.0
Passing	2	6.7
Satisfactory	1	3.3
Good	5	16.7
Very Good	4	13.3
Excellent	3	10
Total	30	100

Legend: 6 - Excellent, 5 - Very Good, 4 - Good, 3 - Satisfactory, 2 - Passing, 1 - Failure

It can be observed that a significant portion of college students demonstrate inadequate performance, constituting 15 instances, or 50.0%. Conversely, there is a smaller subset showcasing good performance, represented by 5 instances, accounting for 16.7%. Additionally, a notable number of students exhibit very good performance, amounting to 4 instances, or 13.3%.

Moreover, a smaller proportion achieves excellent performance, with 3 instances, or 10.0%. Following this, there is a passing level of performance, represented by 2 instances, or 6.7%. Lastly, there is a minimal representation of satisfactory performance, with 1 instance, or 3.3%. It can be concluded that most college students in the Bachelor of Arts in English Language Studies have a failing performance in critical thinking skills.

This finding is in line with²⁶. The participants expressed that the more they knew about their strong and weak points, the more effectively they engaged and could orient their English language learning. When they developed the multimodal tasks, they were required to continuously consider how to present and arrange the critical reading ideas. This involved selecting the multimodal modes. Therefore, thinking of their strengths and weaknesses helped them choose the modes that suited their styles, which affected their performances on the multimodal tasks.

Preparation of teaching-learning activities in support of multimodal literacy instruction.

According to the findings of the research, the output which will serve as a teaching-learning activities in support of multimodal literacy instruction were proposed.

ACKNOWLEDGMENTS:

The researcher extends heartfelt gratitude to the following individuals who contributed to the completion of this study:

Dr. Dennis B. Masangcay, the researcher’s instructor, for his insightful comments and encouragement.

The college students of Batangas State University, College of Arts and Sciences, Bachelor of Arts in English Language Studies program, for their cooperation and honesty in participating.

The Researcher’s Girlfriend, Jane, for her enduring support and inspiration.

Above all, gratitude is expressed to God for granting wisdom and joy throughout this academic journey.

All praise and thanks be to Almighty God.

DISCLOSURE STATEMENT:

The author declares no conflict of interest.

REFERENCES

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16. Tangpinijkarn, M. (2015). Impact of Literature-Based Critical Reading Instruction on Critical Reading Skills of High School Students (Master's thesis). Conducted at Chulalongkorn University, Bangkok, Thailand.

17. Srisirasasipon, R. (2014). The impact of a research-centered learning method combined with self-evaluation on improving the critical reading abilities of high school students is the subject of this doctoral dissertation. It was conducted at Chulalongkorn University in Bangkok, Thailand.

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Received on 18.06.2024 Modified on 08.07.2024

Res. J. Humanities and Social Sciences. 2024;15(3):175-179.

DOI: 10.52711/2321-5828.2024.00026