A CONCEPTUAL FRAMEWORK TO EXAMINE THE USE OF MULTIMODAL APPROACHES IN THE TERTIARY-LEVEL ENGLISH LITERATURE CLASSROOM

The use of multimodal approaches in the English literature classroom has gained popularity in recent years as a result of the surge in educational technology and an increase in social media use. Numerous studies have examined the impact of this phenomenon, but the focus is primarily on the effects on student learning. Much more needs to be known about the implementation of multimodal approaches and their impact on both English literature educators and students, as well as other aspects of English literature instruction. This article proposes a conceptual framework for a future study that seeks to examine the use of multimodal approaches in Malaysian tertiary-level English literature classrooms. The article begins with a review of the existing literature in the field, followed by an identification of the research gaps. The article then presents the research problem, the overall aim and objectives, followed by the methods used by the prospective study. The article concludes with the proposed conceptual framework and its pedagogical implications