Frontiers in Educational Research, 2023, 6(8); doi: 10.25236/FER.2023.060810.
Mengting Zhao
Hao Jing College of Shaanxi University of Science & Technology, Xi’an, 712046, China
Based on multimodal interaction analysis theory, this paper examines the impact of multimodal interactive teaching on students’ speaking anxiety and classroom reticence. Reticence is more severe in the online classroom than in the offline classroom, and it is made more difficult by the fact that teachers cannot judge student’ knowledge based on their expressions and body language. This paper shows that the six factors of the speaking anxiety self-schema can explain online classroom reticence to a certain extent and multimodal teaching can help reduce speaking anxiety and alleviate reticence in students’ classrooms. This paper shows that the six factors of the speaking anxiety self-schema can explain the phenomenon of online classroom reticence to a certain extent; multimodal teaching can help reduce speaking anxiety and alleviate reticence in students’ classrooms.
multimodal interactive teaching, college English, speaking anxiety, classroom reticence
Mengting Zhao. The Impact of Multimodal Teaching on FLSA and Online English Classroom Reticence from the Perspective of Multimodal Interaction Analysis. Frontiers in Educational Research (2023) Vol. 6, Issue 8: 76-80. https://doi.org/10.25236/FER.2023.060810.
[1] Zeng Qingmin. “The Efficacy of Multi-modal Teaching on the Development of L2 Listening and Speaking Abilities”. Journal of PLA University of Foreign Languages, vol.34, no.6, pp.72-76, 2011.
[2] Hu Zhuanglin. “Multimodalization in Social Semiotics”. Language Teaching and Linguistic Studies, no.1, pp.1-10, 2007.
[3] Hu Y, Fell-Eisenkraft S. “Immigrant Chinese students' use of silence in the language arts classroom: Perceptions, reflections, and actions”. Teaching and Learning, vol. 17, no. 2, pp. 55-56, 2003.
[4] Wu Wensheng. Examination of Foreign Language Speaking Anxiety Self-Schema for Undergraduate Students, Ph.D. Thesis, Shanghai Normal University, 2009.
[5] Burgoon J.K. “The unwillingness‐to‐communicate scale: Development and validation”. Communications Monographs, vol. 43, no. 1, pp. 60-69, 1976.
[6] Boche B., Henning M. “Multimodal scaffolding in the secondary English classroom curriculum”. Journal of adolescent & adult literacy, vol. 58, no. 7, pp. 579-590, 2015.