Measuring Student Engagement With Multimodal Literacy in English Learning: Instrument Development and Validation

• In Event: Technology, Instruction, Cognition and Learning SIG: Cognitive and Emotional Influences on Learning

Abstract

Literacy in the digital age is redefined as an ability to comprehend and construct meanings with various modality forms. The main purpose of the study was to develop and validate an instrument that empirically measures student engagement with multimodal literacy activities. The study was conducted with 404 students from six high schools in Solo, Indonesia. Drawn from the existing literature, the construct multimodal literacy engagement was defined with four dimensions (i.e., interpretative, creative, collaborative and affective engagement). Fourteen items were retained from the initial 19 items through the validation process with a Cronbach α of .80. This study contributes to the existing research on multimodal literacy by providing a tool to empirically measure student engagement with multimodal literacy activities.

Authors

• Yue Wang, Ewha Womans University

• Hyo-Jeong So, Ewha Womans University

• Ching Sing Chai, Chinese University of Hong Kong

• DaHyeon Ryoo, Ewha Womans University

• Nur Arifah Drajati, Universitas Sebelas Maret, Indonesia