Learning with a Sense of Adventure through a Multiliteracies Approach in an Examination-Oriented Learning Context

Some studies (Fung, 2010; Hwang & Mohamed Amin, 2007; Nadzrah, 2005; Puteh-Behak, 2013; Tang & Abdul Ghani Kanesan Abdullah, 2007) show that a significant characteristic in Malaysian learning is that the ability of a particular student is usually measured through his/her performance in the examination. In this examination-based culture, learning usually concentrates on techniques in answering examination questions through the process of drilling. Often students are well-prepared for the examination however unable to use the knowledge gained in praxis. Being part of a larger study, this paper explores the implementation of a multiliteracies approach in an English as a Second Language (ESL) classroom in Malaysia. It was a participatory action research project and involved two lecturers as co-researchers and 30 Diploma of Civil Engineering students as participants. Data was collected through qualitative means such as classroom observations, informal conversations and classroom artefacts. Data was analysed through Critical Reflective Analysis Steps (Puteh-Behak, 2013) which included the process of observing and noting personal reflections, confronting and thinking, and taking action. The findings suggest that through the multiliteracies approach the students experienced a shift from monotonous drilling activities to exciting yet challenging learning activities. It seems that the use of the multiliteracies approach enhanced the students’ learning experience by providing a sense of adventure in the usually-monotonous learning process.