Authors

Frenalyn C. Tan*
Isabela State University – Ilagan Campus
Isabel Province, Philippines

Racel Mae P. Dela Raga
Isabela State University – Ilagan Campus
Isabel Province, Philippines

Romel R. Costales
Isabela State University – Ilagan Campus
Isabel Province, Philippines
Email: romelcostales33@gmail.com

Abstract

This study examined the effectiveness of multimodal texts in boosting engagement and literacy skills in ESL classrooms. Using a qualitative phenomenological approach, fifteen Bachelor of Secondary Education English major students at Isabela State University-Ilagan Campus were interviewed to share their lived experiences with integrating multimodal resources, including visual, digital, and media texts. Results showed that multimodal texts promote creativity, enhance speaking skills, and improve digital literacy by offering authentic opportunities for communication and collaboration. However, some limitations were observed, including limited verbal interaction, accessibility challenges, technical issues, and risks associated with passive learning. These findings emphasize the importance of using multimodal strategies carefully and critically, combining traditional methods with innovative practices to maximize student learning. The study suggests providing training for educators, improving access to technology, and offering guidance for evaluating digital resources to increase instructional effectiveness. Overall, multimodal texts enrich language learning but need thoughtful implementation.

Keywords: multimodal texts, engagement, literacy skills, speaking skills, digital literacy

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404663

Recommended citation:

Tan, F. C., Dela Raga, R. M. P., & Costales, R. R. (2025). Exploring the effectiveness of multimodal texts in enhancing engagement and literacy skills in ESL classrooms. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 7263-7272. http://doi.org/10.69651/PIJHSS0404663

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