Multimodal Learning Preference and Styles in Acquiring a Second Language in HyFlex Class (Published)
The COVID-19 Pandemic had tremendously affected education although teachers adapted their best methods to maintain the quality of teaching and learning specifically for Filipino college students in the learning of English as second language. The researcher herself had a dilemma brought about by the global illness when there was an existing greater demand of improving students’ skills in learning the second language. Were online classes effective for to enhance skills necessary to their acquisition of a second language? This study provided readers on the multimodality scope and the learning preference of the English language learners through blended learning after the COVID-19 pandemic. Discussions on the metafunctions derived from systemic-functional linguistics would be the starting point for this study in multimodality which results hope to provide a basis of reflection on the positive impact of teaching and the learning modalities in higher education for teacher’s rethinking of the best strategies and practices to continue education objectives in learning English as a second language depending on the context, situation and students’ needs.The research would investigate how modality would affect the acquisition of English language by examining the effect of modality in hyflex class. To achieve its goals, (2) questionnaires were utilized; Kolb’s (2017) Learning Styles and VARK Learning Styles to identify students’ preferred learning styles in learning a second language. Multimodal Approaches of Firmansyah (2021) was used to explain the results of the study.
Keywords: .multimodal learning, ESL, learning preference, learning styles, modalities
Differentiating the ESL Reading Comprehension Classroom for Inclusive Education (Published)
There is a growing need today for teachers to tailor their instructions to meet the different learner profile and learning styles in the classroom. The ESL teacher has greater challenges given that the English language has become a global language, and that most ESL classrooms include students with a wide variety of academic needs, cultural backgrounds, learning styles, and languages. Differentiated instruction is the panacea to cater for all these challenges faced by the ESL teacher in this globalized era. In a differentiated classroom, the teacher closely assesses and monitors skills, knowledge levels and interests to determine effective ways for all students to learn; thereby ensuring learner-centredness, equity and inclusive education. This paper explores how content, method, material and assessment can be differentiated in a Reading Comprehension English as a Second Language class. The issues in this paper are based on the social development theory as propounded by Vygotsky (1978)
Keywords: Differentiation, ESL, Inclusive Education, Reading Comprehension