So far as Els’s school success in the context of ESL classrooms is concerned, multimodal texts and technology have played a vital role, and they have accomplished a great many improvements as opposed to a decade ago (Wang, 2021). With the introduction of digital content and multimodal texts, there has been a significant shift in how ELs acquire languages and engage with the English language with other ELs. In this reflective statement, I will focus on the variations of the school achievement between ELs in ESL classrooms at present and a decade ago due to technology and multimodal texts.
Secondly, technology also makes accessing learning materials and other needed resources easy. Technologies have created a space for ELs to find online dictionaries, translators, and language learning applications to help them improve their language use and performance (Shadiev & Yang, 2020). It has also played a significant role in ensuring that English is learned pra, practiced, and mastered by the ELs outside the classroom, forming a solid driving force for high academic performance. Nevertheless, technology has also made it easier for learning materials development and distribution to be shared by teachers for use in their classrooms. Nowadays, several online platforms have emerged whereby teachers can incorporate videos, audio recordings, and any other digital media that might be useful to ELs in teaching the English language.
Second, multimodal texts prevalent in today’s scholarship have helped ELs read and interact with English texts more efficiently. Multimodal texts allow several means of communication, where textual information is supplemented with images and sound. This is because such texts allow several entryways through which the ELs can connect and understand what they read. For example, in an integrated text, there are often images that help EL students with their comprehension of unfamiliar words. This has promoted the use of English translations that have allowed the ELs to understand and engage in response to the English language texts, thus, academic achievement (Yapp et al., 2023).
Thirdly, digital technology has also simplified communication and the ability to work in teams with peers and teachers for an EL. Technology provides opportunities for ELs to engage in online forums, group projects, and responses from the primary instructor. This has facilitated the development and consolidation of El’s language use and confidence in using English (Chen & Wong, 2023). Moreover, ELs can be provided individualized feedback based on cutting-edge technology. Teachers can now use online tools for feedback on written assignments, recordings, and other language-learning activities.
Although technological advancement and multimodal text benefit learners, some downsides must also be addressed. Another issue is the digital gap. However, not all ELs have the technology and internet facilities, which may restrict learners’ access to learning materials and resources (Jerry & Yunus, 2021). Furthermore, certain ELs may need to be equipped with the digital literacy proficiency necessary for proper technology use. This may hamper their ability to interact with online content and devices.
Therefore, over the previous decade, many technological and multimodal texts have changed the current school performance of ELs in ESL classrooms. Text’s technical and multimodal nature is a friendly solution for learning ELs, allowing them to access the learning materials, comprehend and interact with English language texts, exchange ideas, and share opinions with their peers and teachers. On the other hand, some issues have to be considered and addressed, like the digital divide and the need for digital literacy skills. On balance, incorporating technology and multimodal texts is potentially beneficial to the academic achievement of ELs in ESL classrooms. Still, careful consideration should be ensured that all ELs have access to such resources and employ appropriate skills when using them.
References
Chen, W. L., & Wong, K. M. (2023). Leveraging Flip, a Video Discussion Platform, to Support the Needs of International ESL Pre-Service Teachers. RELC Journal, 00336882231175510.
Jerry, M., & Yunus, M. M. (2021). Blended learning in rural primary ESL classroom: Do or don’t. International Journal of Learning, Teaching and Educational Research, 20(2), 152-173.
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524.
Wang, J. (2021). Reasons to Let Multimodal Resources in Multimodal Resources’ Contributions to Improving Adolescent English Language Learners’ In-Class Reading Comprehension.
Yapp, D., de Graaff, R., & van den Bergh, H. (2023). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 27(6), 1456-1479.
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