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Multiliteracies project approach: Dated or a worthy learning tool?

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dc.FundingDetailsUSIM/FRGS/FBU/32/51313 Pusat Pengurusan Penyelidikan dan Inovasi, Universiti Utara Malaysia
dc.FundingDetailsThis work was supported by the Malaysian Ministry of Education under FRGS Grant Nos: USIM/FRGS/FBU/32/51313 and the Research & Innovation Management Centre at UniversitiaSinslIamsMalaysiaunder thekSmiePmbayaran Yuran Penerbitan Jurnal.
dc.contributor.affiliationsFaculty of Major Language Studies
dc.contributor.affiliationsUniversiti Sains Islam Malaysia (USIM)
dc.contributor.affiliationsUniversiti Malaysia Terengganu (UMT)
dc.contributor.authorPuteh-Behak F.en_US
dc.contributor.authorIsmail I.R.en_US
dc.date.accessioned2024-05-28T08:27:15Z
dc.date.available2024-05-28T08:27:15Z
dc.date.issued2018
dc.description.abstractIn the midst of the popularity of massive open online learning approach and the fourth industrial revolution, it seems that multiliteracies approach is losing its significance in the educational setting of Malaysia. This paper discusses the relevance of multiliteracies project approach in the current Malaysian academic arena since its introduction in the early 21st century. This paper will begin by outlining the significance of the multiliteracies approach at the local and global educational settings. The current study is part of a larger action research project that involved four action research cycles investigating multiliteracies approach in ESL (English for the Second Language) contexts. The data for the current study were collected from the second action research cycle, involving 28 participants who were learners of ESL at Bakti Polytechnic (pseudonym). Data were collected through classroom observation, semistructured interviews and classroom documents. The data show that multiliteracies approach still provides students with evocative learning experience and promotes the acquisition of necessary skills for students to participate in the 21st century particularly technological, critical thinking and teamwork skills. Findings suggest that multiliteracies approach has the potential to be expanded to further include the properties of the current sensation of the fourth industrial revolution.en_US
dc.description.natureFinalen_US
dc.identifier.doi10.17576/gema-2018-1802-20
dc.identifier.epage334
dc.identifier.issn16758021
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85047911163
dc.identifier.spage312
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85047911163&doi=10.17576%2fgema-2018-1802-20&partnerID=40&md5=be6c0b0ccf6bbfd342055b6a9493f2e2
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/8787
dc.identifier.volume18
dc.languageEnglish
dc.language.isoen_USen_US
dc.publisherUniversiti Kebangsaan Malaysia Pressen_US
dc.relation.ispartofOpen Accessen_US
dc.relation.ispartofGEMA Online Journal of Language Studies
dc.sourceScopus
dc.subject21st century skillsen_US
dc.subjectFourth industrial revolutionen_US
dc.subjectMeaningful learningen_US
dc.subjectMultiliteraciesen_US
dc.subjectProject approachen_US
dc.titleMultiliteracies project approach: Dated or a worthy learning tool?en_US
dc.title.alternativeGEMA Online J. Lang. Stud.en_US
dc.typeArticleen_US
dspace.entity.typePublication

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