{"title":"在多模式教学中激励农村英语学生","authors":"Yueh-Hung Tseng","doi":"10.1016/j.linged.2025.101425","DOIUrl":null,"url":null,"abstract":"<div><div>English as a Foreign Language (EFL) teaching with the focus on drills often demotivates Taiwanese students in rural districts. As many studies connected multimodal teaching to motivation, the present study was thus set up to introduce multimodal teaching at a grade five class in a rural elementary school community of indigenous students and to explore its relationship to motivation. Data collected included questionnaires, interviews, teaching videos, student artifacts, and my reflection journal. The study found that multimodal teaching motivated participants to learn English by providing opportunities for participants to use their senses, to draw upon cultural and personal resources and build more equal power relationships. This study suggest that teachers need to use arts, singing, and drama, dance and language to enhance students’ motivation. This study is significant as few studies have explored multimodal teaching and motivation (<span><span>Jacob, 2012</span></span>; <span><span>Jiang & Luk, 2016</span></span>) and with rural and indigenous students.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101425"},"PeriodicalIF":1.6000,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Motivating rural EFL students in multimodal teaching\",\"authors\":\"Yueh-Hung Tseng\",\"doi\":\"10.1016/j.linged.2025.101425\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>English as a Foreign Language (EFL) teaching with the focus on drills often demotivates Taiwanese students in rural districts. As many studies connected multimodal teaching to motivation, the present study was thus set up to introduce multimodal teaching at a grade five class in a rural elementary school community of indigenous students and to explore its relationship to motivation. Data collected included questionnaires, interviews, teaching videos, student artifacts, and my reflection journal. The study found that multimodal teaching motivated participants to learn English by providing opportunities for participants to use their senses, to draw upon cultural and personal resources and build more equal power relationships. This study suggest that teachers need to use arts, singing, and drama, dance and language to enhance students’ motivation. This study is significant as few studies have explored multimodal teaching and motivation (<span><span>Jacob, 2012</span></span>; <span><span>Jiang & Luk, 2016</span></span>) and with rural and indigenous students.</div></div>\",\"PeriodicalId\":47468,\"journal\":{\"name\":\"Linguistics and Education\",\"volume\":\"87 \",\"pages\":\"Article 101425\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2025-04-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistics and Education\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0898589825000439\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589825000439","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Motivating rural EFL students in multimodal teaching
English as a Foreign Language (EFL) teaching with the focus on drills often demotivates Taiwanese students in rural districts. As many studies connected multimodal teaching to motivation, the present study was thus set up to introduce multimodal teaching at a grade five class in a rural elementary school community of indigenous students and to explore its relationship to motivation. Data collected included questionnaires, interviews, teaching videos, student artifacts, and my reflection journal. The study found that multimodal teaching motivated participants to learn English by providing opportunities for participants to use their senses, to draw upon cultural and personal resources and build more equal power relationships. This study suggest that teachers need to use arts, singing, and drama, dance and language to enhance students’ motivation. This study is significant as few studies have explored multimodal teaching and motivation (Jacob, 2012; Jiang & Luk, 2016) and with rural and indigenous students.
期刊介绍:
Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.