Phase 1

Research Question

How are teachers using multimodal texts to develop viewing and representing skills in the English Language classroom in primary and secondary schools in Singapore?

​

Activities:

​

Phase 1 Participants

5 Schools, 9 Teachers, and 9 Classes

​

Data Collection & Analysis

Lesson observations, interviews with teachers, student surveys, and student focus group discussions

​

Findings

1. Teachers' Perceptions of Teaching Multiliteracies

A. Consensus on the importance of multiliteracies among teachers

B. Interpretations of multiliteracies

C. Challenges in teaching viewing and representing skills

D. Support required to teach viewing and representing skills

​

2. Classroom Practices

Teachers' interpretations of multiliteracies: Overview of all 28 lessons observed in Phase 1

A. Authentic multimodal texts were used in most lessons.

B. Viewing skills were explicitly taught in some lessons.

C. Representing skills received less attention compared to viewing skills.

D. Some lessons used collaborative learning.

E. Educational technology was used to varying extents in all classes.

​

3. Students' Perspectives on Learning Multiliteracies

A. Students enjoyed learning multiliteracies.

B. Students rated viewing skills as more important than representing skills.

C. Students indicated that they wanted more collaborative learning, use of educational technology and relatable learning resources in their multiliteracies lessons.

​

Link to download Report 1:

Lim, F.V., Weninger, C., Chia, A., Nguyen, T.T.H., Tan, J.M., Adams, J.L., Tan-Chia, L., Peters, C.M., Towndrow, P.A., & Unsworth, L. (2020).
Multiliteracies in the Singapore English Language classroom: Perceptions and practices. National Institute of Education, Nanyang
Technological University, Singapore. 

Access at: https://bit.ly/IMPhase1Report 

​

​