Integrating Moral Values into EFL Learning through a Multimodal Project: A Case Study
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| Název: | Integrating Moral Values into EFL Learning through a Multimodal Project: A Case Study |
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| Jazyk: | English |
| Autoři: | Dewi Puspitasari (ORCID |
| Zdroj: | Educational Process: International Journal. Article e2025077 2025 14. |
| Dostupnost: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Datum vydání: | 2025 |
| Druh dokumentu: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Moral Values, Moral Development, English (Second Language), Second Language Instruction, Second Language Learning, Critical Literacy, Multiple Literacies, Creativity, Personal Autonomy, Language Skills, Elementary School Students, Transformative Learning, Learning Activities, Social Values, Prosocial Behavior, Teaching Methods, Outcomes of Education, Student Projects, Active Learning |
| ISSN: | 2147-0901 2564-8020 |
| Abstrakt: | Background/purpose: The integration of moral values into EFL teaching has been an important issue in Indonesia as multimodal literacy practices can be employed to foster both language learning and moral development among young learners. This study investigated how multimodal learning can be used to promote moral values alongside language skills among young learners in Indonesian primary schools. Materials/methods: This research employed qualitative methods. Data was collected through observations, interviews, and analysis of students' artifacts. Activities such as storytelling, drawing, and collaborative projects were designed to encourage meaningful engagement with values such as kindness and responsibility. Kress and van Leeuwen's multimodal framework, Unsworth's literacy development cycle, and principles of critical literacy were used as analytical frameworks. Results: The findings reveal that multimodal literacy practices not only enhance linguistic competence but also nurture critical literacy and moral-social awareness. Students demonstrated increased autonomy, creativity, and a deeper understanding of moral values in these interactive activities. Conclusion: The study highlights the transformative potential of multimodal approaches in EFL contexts, emphasizing their capacity to develop young learners into autonomous, creative meaning-makers. However, further refinement of theoretical and methodological frameworks is needed to ensure broader applicability across diverse educational settings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Přístupové číslo: | EJ1466633 |
| Databáze: | ERIC |
| Abstrakt: | Background/purpose: The integration of moral values into EFL teaching has been an important issue in Indonesia as multimodal literacy practices can be employed to foster both language learning and moral development among young learners. This study investigated how multimodal learning can be used to promote moral values alongside language skills among young learners in Indonesian primary schools. Materials/methods: This research employed qualitative methods. Data was collected through observations, interviews, and analysis of students' artifacts. Activities such as storytelling, drawing, and collaborative projects were designed to encourage meaningful engagement with values such as kindness and responsibility. Kress and van Leeuwen's multimodal framework, Unsworth's literacy development cycle, and principles of critical literacy were used as analytical frameworks. Results: The findings reveal that multimodal literacy practices not only enhance linguistic competence but also nurture critical literacy and moral-social awareness. Students demonstrated increased autonomy, creativity, and a deeper understanding of moral values in these interactive activities. Conclusion: The study highlights the transformative potential of multimodal approaches in EFL contexts, emphasizing their capacity to develop young learners into autonomous, creative meaning-makers. However, further refinement of theoretical and methodological frameworks is needed to ensure broader applicability across diverse educational settings. |
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| ISSN: | 2147-0901 2564-8020 |