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Fostering Multiliteracies Through Blended EFL Learning
ISSN: 2617 - 0299
Publisher: author
Fostering Multiliteracies Through Blended EFL Learning
Indexed in
Languages and Literatures
ARTICLE-FACTOR
1.3
Article Basics Score: 3
Article Transparency Score: 2
Article Operation Score: 2
Article Articles Score: 2
Article Accessibility Score: 3
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International Category Code (ICC):
ICC-0902
Publisher: International Journal Of Linguistics, Literature And Trans..
International Journal Address (IAA):
IAA.ZONE/261739100299
eISSN
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2617 - 0299
VALID
ISSN Validator
Abstract
A multiliteracies pedagogy has been gaining momentum in EFL (English as a Foreign Language) teaching and learning. Modern educational technologies integrated in EFL course design hold promising potential to foster students’ multiliteracies. The present study aims to examine the effectiveness of a blended EFL course design and investigate to what extent blended learning enhances students’ multiliteracies. To this end, a questionnaire was administered to 94 first-year Chinese college students in their English class. Online posts by students were collected and interviews with the teacher and the students were conducted with the aim of triangulating the questionnaire results. The study shows that a blended EFL course designed in accordance with the framework of Community of Inquiry is well received by students and has improved students’ multiliteracies significantly. The cognitive and teacher-related aspects of the framework are par...
