Reconceptualizing Presentation Pedagogy in EFL Contexts: A Multimodal Communication Approach
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Nov 24, 2025
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This article explored the reconceptualization of presentation pedagogy in English as a Foreign Language (EFL) contexts by integrating multimodal communication strategies. Grounded in multimodal theory and communication style frameworks, the study investigated how combining linguistic, visual, aural, gestural, and spatial modes enhanced students' presentation competencies. Using a mixed-methods research design involving classroom observations, video analyses, and survey data, the study focused on sixth-semester EFL students at Universitas Islam Negeri (UIN) Walisongo Semarang. The findings revealed that students who employed multimodal strategies performed more effectively, displaying increased clarity, engagement, confidence, and audience interaction. The article argued for a pedagogical shift in EFL presentation instruction, emphasizing the need to embed multimodal competence in curricula to meet the communicative demands of contemporary global contexts.
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Fatwassani, R., & El-Muslimah, A. (2025). Reconceptualizing Presentation Pedagogy in EFL Contexts: A Multimodal Communication Approach. Journal of English Education Studies, 8(2), 1-9. https://doi.org/10.30653/005.202582.156
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References
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Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241-267. https://doi.org/10.3102/0091732x07310586
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Mohamad Zaki, I., Hassan, F., & Razali, A. B. M. (2008). ESL students’ online and offline reading strategies: scrolling, clicking, flipping and reading. Asian Journal of University Education (AJUE), 4(2), 61‑78.
Mohamed, A. M. (2023). Investigating the benefits of multimodal project-based learning in teaching English to international students. International Journal of Educational Innovation and Research, 2(2), 114-129. https://doi.org/10.31949/ijeir.v2i2.5085
Morell, T. & Pastor Cesteros, S. (2018). Multimodal communication in academic oral presentations by L2 Spanish students. Journal of Spanish Language Teaching. 5. 125-138. 10.1080/23247797.2018.1538334.
Muntaha, M., Chen, J. & Dobinson, T. (2023). Exploring Students' Experiences of Using Multimodal CMC Tasks for English Communication: A Case with Instagram. Educational Technology & Society. 26. 69-83.
Omotedani, J., & Sannomiya, M. (2023). Educational intervention to foster English presentation skill. Journal of Global Tourism Research, 8(1), 15-26. https://doi.org/10.37020/jgtr.8.1_15
Sakulprasertsri, K. (2020). Teachers’ integration of multimodality into 21stcentury EFL classrooms in Thailand: practice and perception. Learn Journal: Language Education and Acquisition Research Network Journal, 13 (2). https://eric.ed.gov/?id=EJ1258740
Suwastini, N. K., Marantika, P. D., Adnyani, N. L., Mandala, M. A., & Artini, N. N. (2021). Multimodal teaching in EFL context: A literature review. Edu-Ling: Journal of English Education and Linguistics, 4(2), 140. https://doi.org/10.32663/edu-ling.v4i2.1701
Altas, B. (2014). A case study of multimodal presentation of selected stage play literature in a multimedia environment. Procedia - Social and Behavioral Sciences, 116, 1726–1734. https://doi.org/10.1016/j.sbspro.2014.01.463
Anis, M. & Khan, R. (2023). Integrating multimodal approaches in English Language Teaching for inclusive education: a pedagogical exploration. Universal Journal of Educational Research, 2(3), 241-252.
Ariffin, K., Abdul Halim, N., & Darus, N. A. (2021). Discovering students’ strategies in learning English online. Asian Journal of University Education (AJUE), 17(1), 261‑268.
Arola, K. L., Sheppard, J., & Ball, C. E. (2014). Writer/designer: A guide to making multimodal projects. Bedford/St. Martin's.
Arslan, B. (2023). Understanding Gesture-Speech Interaction through the Lens of Gestures’ Self Oriented Functions: Gesture Production and Speech Disfluency. Dissertation. Koch University.
Arslan, B., Ng, F., Göksun, T., & Nozari, N. (2023). Trust my gesture or my word: How do listeners choose the information channel during communication? https://doi.org/10.31234/osf.io/3hjwv
Baldry, A. & Thibault, P. (2006). Multimodal Transcription and Text Analysis. Equinox.
Barabar, A., Caganaga, C. K. (2015). Using nonverbal communication in EFL classes. Cypriot Journal of Educational Science, 10(2), 136-147.
Barrett, N. E., & Liu, G. (2016). Global trends and research aims for English academic oral presentations. Review of Educational Research, 86(4), 1227-1271. https://doi.org/10.3102/0034654316628296
Bezemer, J., & Kress, G. (2016). Multimodality, learning and communication: a social semiotic frame. Routledge. https://doi.org/10.4324/9781315687537
Busa, M.G. (2015). Teaching learners to communicate effectively in the L2: Integrating body language in the students’ syllabus. Lingue e Linguaggi, 15, 83-98. doi: 10.1285/i22390359v15p83
Crawford Camiciottoli, B., & Campoy-Cubillo, M. C. (2018). Introduction: The nexus of multimodality, multimodal literacy, and English language teaching in research and practice in higher education settings. System, 77, 1-9. https://doi.org/10.1016/j.system.2018.03.005
Fatwassani, R., Mujiyanto, J., Hartono, R., & Astuti, P. (2022). Implementing multimodal paralanguage by the ELT students in presentational activity. Proceedings of the UNNES International Conference on Science, Education, and Technology (ISET 2022), 8(1), 839-843. Retrieved from https://proceeding.unnes.ac.id/index.php/ISET/article/view/1847
Ganapathy, M. (2016). The effects of using multimodal approaches in meaning-making of 21st century literary texts among ESL students in a private school in Malaysia. Advances in language and literary studies Australian academic Centre, 7(2), p. 143.
Hellwig, A. F., Jones, P. T., Matruglio, E., & Georgiou, H. (2022). Multimodality and English for special purposes: Signification and transduction in architecture and civil engineering models. Frontiers in Communication, 7. https://doi.org/10.3389/fcomm.2022.901719
Ja’afar, H., Othman, W. M., et al. (2021). Enhancing oral reading fluency through computer assisted repeated reading. Asian Journal of University Education (AJUE), 7(1), 207‑221.
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241-267. https://doi.org/10.3102/0091732x07310586
Kalantzis, M., & Cope, B. (2008). Language education and Multiliteracies. Encyclopedia of Language and Education, 195-211. https://doi.org/10.1007/978-0-387-30424-3_15
Lirola, M. M. (2020). Multimodal teaching proposal in an English as a foreign language subject. ASIAN TEFL Journal of Language Teaching and Applied Linguistics, 5(1). https://doi.org/10.21462/asiantefl.v5i1.112
Marskawati, N. P. (2018). The comparison of ideational meanings conveyed by the novice and professional presenter in multimodal presentations. English Language and Literature International Conference (ELLiC), 2.
Marskawati, N. P., Mujiyanto, J., Agustien H. I. R., Astuti, P. (2019). An Indonesian EFL learner’s use of evaluative language and gestures in a spoken persuasive presentation: a case study. The Journal of Asia TEFL, 16(1), 401-410. http://dx.doi.org/10.18823/asiatefl.2019.16.1.30.401
Mohamad Zaki, I., Hassan, F., & Razali, A. B. M. (2008). ESL students’ online and offline reading strategies: scrolling, clicking, flipping and reading. Asian Journal of University Education (AJUE), 4(2), 61‑78.
Mohamed, A. M. (2023). Investigating the benefits of multimodal project-based learning in teaching English to international students. International Journal of Educational Innovation and Research, 2(2), 114-129. https://doi.org/10.31949/ijeir.v2i2.5085
Morell, T. & Pastor Cesteros, S. (2018). Multimodal communication in academic oral presentations by L2 Spanish students. Journal of Spanish Language Teaching. 5. 125-138. 10.1080/23247797.2018.1538334.
Muntaha, M., Chen, J. & Dobinson, T. (2023). Exploring Students' Experiences of Using Multimodal CMC Tasks for English Communication: A Case with Instagram. Educational Technology & Society. 26. 69-83.
Omotedani, J., & Sannomiya, M. (2023). Educational intervention to foster English presentation skill. Journal of Global Tourism Research, 8(1), 15-26. https://doi.org/10.37020/jgtr.8.1_15
Sakulprasertsri, K. (2020). Teachers’ integration of multimodality into 21stcentury EFL classrooms in Thailand: practice and perception. Learn Journal: Language Education and Acquisition Research Network Journal, 13 (2). https://eric.ed.gov/?id=EJ1258740
Suwastini, N. K., Marantika, P. D., Adnyani, N. L., Mandala, M. A., & Artini, N. N. (2021). Multimodal teaching in EFL context: A literature review. Edu-Ling: Journal of English Education and Linguistics, 4(2), 140. https://doi.org/10.32663/edu-ling.v4i2.1701