Abstract:

Technology has boosted English as a Foreign Language (EFL) teachers in vocational school to adjust themselves with incorporating digital multimodal into their instruction. This multimodality in language classrooms corresponds the vision of vocational school which prepares the students’ professions in global workplace. However, the EFL teachers often feel unprepared with the use and practice of technology in English Language Teaching (ELT) classrooms (Lawrence and Tar, 2020). This fact has led the authors of this paper to investigate ways of the EFL teachers of vocational school in integrating multimodality into the vocational classrooms for their professional development. The teachers perceptions on their challenges in digital multimodal composing (DMC) are also examined. By focusing on narrative inquiry, this study employs depth-interviews with four participants and conducts observations to understand the DMC practices and the teachers’ experiences in facing the difficulties on DMC. The results of this study can offer solutions on how to deal with the multimodal implementation for language teaching and how to cope with the obstacles for the teacher professional development.

Keywords:

Digital multimodal composing, EFL classrooms, teacher professional development.