EXPLORING EFL TEACHERS’ PERCEPTIONS AND PRACTICES OF IMPLEMENTING MULTIMODALITY IN TEACHING WRITING AT NAM CAN THO UNIVERSITY, VIETNAM

Huong Xuan Ho, Thuy Thi Tran, Duong Thuy Thuy Nguyen

Abstract


English writing skill is an important skill in language teaching for English teachers in the Vietnamese context. This study investigates the perceptions and practices of English teachers in implementing multimodality in teaching English writing skills at Nam Can Tho University. The study used a mixed method, including data collection from a survey with closed-ended questions and semi-structured interviews. The participants who responded to the survey included 45 English teachers at Nam Can Tho University and seven English teachers who responded to the interview questions. The results show that most teachers have a positive perception of the benefits of multimodality in improving learners’ motivation and writing ability. However, many teachers still have limited practical skills, especially in designing and assessing multimodal writing tasks. In addition, difficulties such as examination-oriented curricula, lack of technological resources and differences in students’ technological level are also major barriers. The study recommends enhancing professional training, developing specific assessment frameworks and adjusting training programs to more effectively support the teaching of multimodal writing skills in the context of modern English language teaching.

 

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multimodal, writing skills, EFL teachers, EFL teaching

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DOI: http://dx.doi.org/10.46827/ejes.v12i9.6179

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