Literacy Lessons
The Nexus between Multimodal Literacies and Pedagogy: An Analysis in the Chilean School Context View Digital Media
Paper Presentation in a Themed Session Patricia Andrea Thibaut Paez, Andrea Lizasoain
The canonical concept of literacy understood as the ability to read and write with a predominance of the verbal mode marked a milestone in human development. However, now this concept has been expanded in order to allow a better representation of the radically different context we are facing, particularly due to technological advances. The concept of multiliteracies helps in that it postulates a literacy that is constructed from different modes and a more ecological view of pedagogy and learning. Using Cope and Kalantzis (2024) concept of pedagogical repertoires we analyze pedagogical practices in Chilean schools and observe the link to multimodality, epistemology and how they connect to socio-emotional, affective, embodied and cognitive pedagogical practices. The method include the observation of three schools in Chile, specifically Spanish classrooms in grades 6th, 7th and 8th along with interviews. The data indicate that there is little reflection on multiliteracies and specifically on the diversity of modalities, which, according to teachers, is due to the fact that this content is not explicitly addressed in the initial training and that the forms of evaluation and learning resources at the national level focus on a predominance of the standardized and the verbal mode. This relates to the pedagogical practices observed in the classroom, in which the focus is predominantly on conceptualization and to a lesser extent on critical analysis with few opportunities for learning in situated and applied aspects. Suggestions that contribute to the support of multimodal teaching and learning are reviewed.
The Effectiveness of Student-Created Multimedia based CapCut App Videos on Vocabulary Retention Among Eleventh Graders in Palestinian Public Schools View Digital Media
Paper Presentation in a Themed Session Ala' J.Dawoud
This study investigates the effectiveness of student-created multimedia-based videos using the CapCut application on vocabulary retention among eleventh-grade students in Palestinian public schools. Grounded in experiential learning, dual coding, constructivist, and cognitive load theories, the research explores how integrating technology into language learning can enhance engagement and retention. The study employs a quasi-experimental design, dividing 76 students into an experimental group, which created vocabulary videos using CapCut, and a control group, which followed traditional teaching methods. Pre- and post-tests were administered to measure vocabulary retention, and statistical analyses, including paired and independent sample t-tests, were conducted to evaluate the outcomes. The results indicate that students in the experimental group demonstrated significantly higher vocabulary retention compared to the control group, highlighting the effectiveness of multimedia-based, student-generated content in language learning. The study also reveals that the use of CapCut fosters creativity, critical thinking, and active engagement, making vocabulary acquisition more dynamic and enjoyable. These findings suggest that integrating accessible digital tools like CapCut into public school curricula can address challenges such as overcrowded classrooms and limited resources, providing a viable solution for enhancing English language instruction in under-resourced settings. This research contributes to the growing body of knowledge on technology-enhanced language learning, offering practical insights for educators seeking to adopt innovative, student-centered approaches. By demonstrating the potential of multimedia tools to improve vocabulary retention, the study underscores the importance of leveraging technology to create more engaging and effective learning environments, particularly in marginalized educational contexts.
Generative Artificial Intelligence Literacy for Students of English for Specific Purposes
Paper Presentation in a Themed Session Ana Gimeno Sanz, Beatriz Martín Marchante
The rise of artificial intelligence (AI) in education, particularly with the emergence of ChatGPT, has sparked both excitement and concern in higher education. While AI offers significant opportunities for teaching English for Specific Purposes (ESP), it also raises ethical and pedagogical challenges, necessitating research into its responsible and effective integration. Various approaches are being explored to incorporate AI-driven tools into language learning, particularly in ways that support transformative pedagogies. This study presents a didactic proposal designed to enhance ESP learners' communication skills through project-based learning (PBL) and the integration of ChatGPT. Conducted at the Universitat Politècnica de València (UPV) with Design Engineering and Aerospace Engineering students, the project engaged upper-intermediate ESP learners in collaborative tasks grounded in curricular content. Two cohorts conducted an experimental project throughout a semester allowing the instructors to gather data by means of a pre- and post-project questionnaire, as well as an evaluation sheet to measure the degree of acquisition of a number of soft skills. Key findings highlight the potential of AI-assisted corrective feedback, reducing instructors’ workload while allowing them to focus on higher-order learner support. Additionally, results confirm that PBL combined with AI tools effectively fosters both disciplinary and transversal competencies, equipping students with essential life skills—such as effective communication—that will benefit them in their future professional careers. The study underscores the pedagogical value of AI-driven methodologies in preparing ESP learners for multilingual professional environments while ensuring their ethical and informed use of AI in academic and professional settings.
