Enhancing Critical Literacy Skills among English as a Second Language Learners in a Pakistani University using Multimodal Text

Abstract

This study discusses efficacy of multimodal approach in enhancing critical literacy skills among ESL learners who are Pakistani freshmen graduates. Mixed-method approach is applied using pre- and post-test as research tool. The ESL learners were given a pre-test to gain an insight into their prior knowledge of multimodal text and critical literacy skills. According to the pre-test data, students' critical literacy skills were developed but needed improvement. Therefore, an intervention of two weeks was made. Drawing upon theories of multimodality and critical literacy, the research employed Serafini's tripartite framework to guide the intervention, which involved exposing students to multimodal ensembles and exploring their features. After the intervention, post-test was taken. Post-test results demonstrated an understanding of multimodal text which led to improved critical literacy skills. Altogether, this research highlights the importance of integrating multimodal approaches to enhance critical literacy development.