Writing in the English Classroom: A Multimodal Approach to

Improving Writing skill

Irmakhairani Safitri
Uin Sulthan Thaha Saifuddin Jambi
Outlining
Paragraph 1 The importance of mastering writing skills (Reference).
Paragraph 2 The Technique that used in teaching writing Skill (Reference).
Paragraph 3 Embracing new Techniques with Multimedia.
Paragraph 4 Challenges in Teaching Writing Skills
Paragraph 5 Multimodal Teaching with Text, Picture, and Narration
Paragraph 6 Utilizing Online Platforms and Interactive Resources
Paragraph 7 Review of Previous Studies on Interactive Learning.
Paragraph 8 Conclusions or the Statement or the reason choosing the topic.
Paragraph 1
Mastering writing skills is a significant challenge for English as a Foreign
Language (EFL) students, leading to frustration and limited progress. In Gebhard's
suggestion, a dynamic writing process, with an emphasis on creation and
restructuring, helps students clarify their ideas(Sulistyo et al., 2019). In the
context of the 21st century, Arslan highlights the urgency of writing skills and
encourages a multimodal approach in teaching. The arguments in the article
suggest that traditional printed texts may no longer be effective in the digital age,
necessitating adjustments in second language teaching methods. Arslan
accentuates the integration of linguistic, visual, and aural modes to enhance
motivation, writing ability, and effective revision, showcasing the role of writing
in expressing global issues and fostering global competence among EFL
learners(ARSLAN, 2020). In an academic setting, Archer emphasizes the
importance of writing skills and proficiency in the dominant language. The article
underscores students recognizing their authority as writers, while navigating
cultural assumptions in discourse with social influence. Archer notes the urgency
of students' understanding of academic expectations, conventions, and nuances of
language, including the use of third person, nominalization, and passive
voice(Archer, 2022). Turning to young EFL learners, Alemi et al. discuss
challenges such as low interest and limited access to authentic texts. They
emphasize the need for innovative teaching approaches, particularly digital
storytelling (DST), to improve language proficiency, focusing on solving specific
problems faced by young EFL learners in writing(Alemi et al., 2022).
Paragraph 2
The article explores the application of digital storytelling (DST) in teaching
writing skills to English as a foreign language (EFL) students using a combination
of quantitative and qualitative research methods. The results of the interview
analysis showed the positive impact of summer time on students' writing
motivation, concluding that DST provides a supportive context for teaching EFL
writing(Alemi et al., 2022). In continuity, another article identified three
pedagogical approaches and four common learning techniques in teaching writing
to K-12 ESL students. The approaches include teacher, student, and research-
based perspectives, while the techniques include SFL, linguistic characteristics of
bilingual ESL writers, integration of digital technologies, and adaptation of
methods to students' needs. All of these are designed to address the unique
challenges of teaching ESL students by considering factors of language, reading-
writing experience, and cultural familiarity(Bhowmik & Kim, 2022).
Paragraph 3
This article mainly discusses two main aspects, namely multimodal writing and
the application of digital storytelling (DS) as a multimodal narrative writing
genre. The first study shows that multimodal writing has a positive impact on
English as a Foreign Language (EFL) learners' writing skills and motivation,
focusing on improving global competencies such as coherence, cohesion, fluency,
and creativity(ARSLAN, 2020).Meanwhile, the second study explored the
effectiveness of DS as an integrated approach to developing students' narrative
writing skills, with the results of an experimental study showing the superiority of
an integrated DS class compared to traditional methods. The study underlined the
benefits of DS in combining different writing methods to convey, communicate
and influence audiences, while emphasizing that DS does not override the
traditional writing process but provides an effective approach in a multimodal
context(Balaman, 2018).
Paragraph 4
As discussed in this article, the main challenges in teaching writing skills are
the over-reliance on textbooks, criticism of the limited focus on linguistic
frameworks, and multimodal. This means that the pedagogy provided is
comprehensive, considers the need for integrative frameworks, and extends
research to larger and more diverse student populations(Souzandehfar et al.,
2020). and as for according to Hussin & Abdul Aziz, the challenges faced by
educators when teaching writing skills include the low performance of ESL / EFL
students, the complexity of academic writing in college, and the lack of
professional motivation due to other ESL writing skills.these include.lack of
writing skills, difficulty in choosing learning strategies, and lack of English skills
such as grammar and vocabulary are also obstacles in plastic surgery.the cultural
and linguistic complexity of ESL students also complicates the writing
process(Hussin & Abdul Aziz, 2022).
Paragraph 5
According to this article, integrating text, images and narrative into multimodal
teaching enhances the learning experience through multiple modes of
communication.this combination allows students to engage holistically and
interactively, deepening understanding through multiple sensory channels.images
aid visualization, stories complement explanations, and text enhances reading
comprehension.multimodal education encourages critical thinking by analyzing
forms of communication and considering messages, ideologies and cultural
contexts.it provides engaging, interactive and immersive learning that
accommodates different learning styles and enables deeper understanding and
application of content(Souzandehfar et al., 2020). It's not just text, images, and
stories. steckmest emphasizes the importance of visual he texts (images and films)
in multimodal language teaching. although text, images, and stories are not treated
together, this concept still applies. this article emphasizes the active participation
of learners and enables the exchange of ideas through different types of posts,
including oral, written, and image uploads. this article provides valuable insights
into the use of communication modes such as text, images, and narratives in
language teaching(Bal, 2018).
Paragraph 6
Integrating online platforms and interactive learning resources is important for
increasing student engagement, language acquisition, and global awareness.
Reima Al Jaaf's research focuses on the use of digital tools and platforms in
language teaching. this includes her co-authoring, online dialogue, blogging,
LMS, and social media integration to address global issues. digital whiteboards,
blogs, and other media applications also play an important role in creating an
interactive learning environment. Al Jaaf emphasized that her blog has a positive
impact on global awareness, language skills and understanding of global issues.
we help students improve their language skills and international awareness by
integrating global issues into English lessons through online platforms and
interactive resources. overall, the use of these tools provides a valuable
opportunity to improve language learning, promote global awareness, and
encourage collaborative writing(Al-Jarf, 2022).
Paragraph 7
This article provides a comprehensive overview of the effectiveness of
multimodal approaches in secondary English language education. different ways
of implementing multimodality in writing instruction are discussed, highlighting
its positive effects on the concept of communication, student engagement, and
student identity. this article also includes a specific study that uses open coding to
identify trends and provide practical implications for teachers and researchers in
developing multimodal writing curriculum. additionally, the literature review will
discuss the originality and value of the study and the purpose of its contribution to
the future educational literature(Nash, 2018).

Reference
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