Visual literacy instruction in Cambodian ELT: an action research study and a new pedagogical framework
thesisposted on 28.03.2022, 13:22 by Bophan Khan
Visual literacy complements verbal literacy (Braden, 2001; Dwyer, 1988; Stokes, 2002), and the synergy between the two enable language learners to effectively utilise visual resources that saturate their learning spaces. However, visual literacy along with multimodality is an underresearched area in ELT and TESOL (Early, Kendrick, & Potts, 2015; Kress, 2000). Guided by the social semiotics (Kress & van Leeuwen, 2006), multiliteracies pedagogy (Cope & Kalantzis, 2015), and socio-cultural theory of learning (Vygotsky, 1978), this thesis set out to address this gap through a qualitative study in two parts, conducted at a leading public university in Cambodia. Part One was a case study of visual teaching and learning practices among six EFL lecturers and four groups of learners, using classroom observations, document analyses, interviews, and a survey. Part Two probed the issue further by implementing action research in a class at the same research site, using the four instruments in Part One plus student focus groups and diaries. The action research entailed two cycles of interventions. The first cycle implicitly taught questions the students could use to approach a visual resource more critically. The second cycle explicitly taught visual literacy metalanguage and provided visual analysis practices through an adapted model of the Teaching and Learning Cycle (da Silva Joyce, 2014). Part One suggested that the lecturer and student participants had varying degrees of visual literacy, were better at interpreting than creating visual resources, and generally agreed on the facilitative potential of visual literacy instruction for language learning. Part Two revealed that the visual teaching interventions in both cycles ameliorated learning attitudes, engagement, motivation, memory, vocabulary and grammar learning, and critical thinking. A pedagogical framework and two visual literacy instructional approaches have been proposed for ELT researchers and practitioners who believe in the educational value of visual multimodal resources and seek practical ways to use visual literacy to help achieve language learning, educational, and professional goals.
Table of ContentsChapter 1. Introduction -- Chapter 2. Literature review -- Chapter 3. Methodology -- Chapter 4. Results and discussion for Part One’s case study -- Chapter 5. Literature review for Part Two’s action research -- Chapter 6. Results and discussion for Part Two’s action research -- Chapter 7. Implications of the thesis : a new pedagogical framework and two approaches for visual literacy instruction -- Chapter 8. Conclusion -- References -- Appendices.
NotesTheoretical thesis. Bibliography: pages 282-313
Awarding InstitutionMacquarie University
Degree TypeThesis PhD
DegreePhD, Macquarie University, Faculty of Human Sciences, Department of Linguistics
Department, Centre or SchoolDepartment of Linguistics
Year of Award2017
Principal SupervisorStephen H.
Additional Supervisor 1John Knox
RightsCopyright Bophan Khan 2017. Copyright disclaimer: http://mq.edu.au/library/copyright
Extent1 online resource (xx, 374 pages) colour illustrations
Former Identifiersmq:70187 http://hdl.handle.net/1959.14/1261106
social semioticsvisual literacyEnglish language -- Study and teaching -- Foreign speakersmultimodalityLanguage and languagesvisual literacy instructionteaching and learning cycleLanguage and languages -- Study and teaching -- MethodologymultiliteraciesTeaching -- Aids and devicesAction researchpedagogical frameworkCambodian ELTaction researchEnglish languageELTTeachingVisual literacy