The impact of Multimodal Story-telling on the EFL Undergraduate Learners’ Cultural Identity

Research literature has so far necessitated out-of-class creative uses of various modes of meaningmaking among English language learners. However, to date, there has so far been apaucity of research on how using the multimodal tools as an innovative way of teaching may influence cultural identity as perceived by EFL learners in educational settings like universities in an oral-story reproduction class. Framed in multimodal pedagogy, the present study tends to fill in the gap through analysis of the Iranian EFL learners’ perception. Embedded in a qualitative case study research design, this study selected 15 English language learners at undergraduate levels, at Islamic Azad University, in Gonbade- Kavoos, a northern city in Iran as its main participants. The data were collected through learners’ interviews. In order to better capture and report the nuances of learners’ perceptions, the students were allowed to use Persian, the national language, however most interviews were done in English. The findings of the study indicated that the EFL learners generally reported that such a class sets a stage in which a cultural contrastive and comparative space is being created. In their views, this comparative and contrastive space can transform learners’ way of being in a critical manner. Findings of the study make some ramifications for different educational stakeholders, especially ELT teachers, curriculum developers, to name few.

کلیدواژه ها:

Learners Perception ، Multimodal Story-telling ، Cultural Identity ، ELT