Integration of Digital Multimodal Composition in the Critical Thinking in ESL Learners
Keywords:
Digital Multimodal Composition (DMC), Critical Thinking Skills, Paulian Framework, Bloom’s Taxonomy, ESL/EFL PedagogyAbstract
It is a research based on pedagogical intervention of incorporating Digital Multimodal Composition (DMC) to advance the skills of Critical thinking (CT) among undergraduate ESL/EFL learners in the Pakistani setting. The justification of the intervention was based on Paul-Elder CT Framework, Bloom Taxonomy, and Multimodal Literacy Theory. As a result of the intervention, educators were supposed to find support in aligning CT with their instructional design using digital tools and multimodal practices. The paper conducted a critical comparison between the procedural and conceptual orientation of the Paulian framework and Bloom’s hierarchy to develop a greater perspective of the CT in both cognitive and affective aspects. The intervention took the form of an eight-week classroom intervention in critical inquiry themes with weekly digital artefacts (e.g., video essays, podcasts, infographics, collaborative multimedia projects), underpinned by a better understanding of digital literacy characteristics and definitions. Some instructional approaches used were modeling deconstructive analysis, scaffolding inquiry-based activities, and crafting more authentic assessments that encourage higher-order thinking. The results were data in the form of learner-created artefacts, reflective journals, teacher observation logs, and thematically analyzed according to the framework of Braun and Clarke (2006). The results revealed that DMC helped learners develop CT skills, engage in reasoned debate, and construct evidence-based arguments, ethically address social problems, and understand the diversity of arguments, irrespective of the technological and infrastructure hurdles. The research generates implications for curriculum design, professional development of teachers, and culturally responsive pedagogy in under-resourced ESL teaching environments. The potential of DMC to transform traditional classrooms into dynamic, critically engaged learning environments is also highlighted.
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