چکیده

Multimodality is a prominent concept in communication and language education research which considered human communication as an amalgamation of various modes. One’s perceived communicative competence can also be strongly related to his willingness to communicate (WTC) in EFL contexts. While research on WTC has been flourishing, the relationship between multimodal pedagogies and L2 WTC is still a nascent research area that warrants more engrossing empirical evidence. This study set out to explore the roles of multimodal pedagogical texts (e.g., PowerPoint slides, colors, images, and audio/video) and multimodal pedagogic discourse (e.g., teachers’ gestures, facial expressions) and classroom environment in WTC. A large-scale survey was conducted with 100 participants recruited from 4 universities. The result of the data analysis using frequency analysis and structural equation modeling showed that the use of audio/video significantly projecting classroom environment and WTC, teachers’ voices/facial expressions contributed to classroom environment, and teachers’ gestures and spatial positions predicted WTC. Moreover, classroom environment was the strongest predictor of WTC. To put it in a nutshell, audio/video and teachers’ voice/facial expressions were regarded as the most satisfactory, while the visual design of PPT slides was perceived as the least satisfactory. The overall findings will lead L2 teachers to exploit multimodal pedagogies to promote students’ WTC, classroom participation, and learning attainment. It is added to L2 WTC research by staying abreast with recent researches in applied linguistics.

کليدواژه ها

Classroom Environment, Multimodality, Multimodal Pedagogies, Willingness to Communicate

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Aliakbar Jafarpour , 1398 , The Effects of Multimodal Pedagogies and Classroom Environment on EFL learners Willingness to Communicate , اولين کنفرانس بين المللي مطالعات زبان انگليسي