Speakers
Abstract section 3: Content/method
This study employed a qualitative case study design involving novice English teachers participating in a professional development program in Bangka Belitung, Indonesia. The program included workshops, lesson design activities, and reflective teaching sessions focusing on multimodal instructional strategies. Data were collected through classroom observations, teacher reflection journals, lesson plan analysis, and semi-structured interviews. The data were analyzed using thematic analysis to identify patterns in teachers’ pedagogical development and perceptions of multimodal teaching practices.
Abstract section 4: Outcomes/results
The findings indicate that multimodal deep learning approaches encouraged novice teachers to design more interactive lessons and integrate visual, textual, and digital resources into their teaching. Participants reported greater confidence in facilitating student-centered learning and promoting deeper engagement with language tasks. The study also shows that structured professional development and reflective practice help teachers adapt innovative teaching strategies within resource-limited contexts. These findings highlight the importance of context-sensitive professional development programs and demonstrate how multimodal approaches can support pedagogical innovation among novice English teachers in peripheral EFL settings.
Abstract section 1: Relevance
Teacher professional development is essential for improving instructional practices, particularly for novice English teachers working in resource-limited contexts. Research in language education suggests that multimodal learning environments (Kress, 2010; Stewart et al., 2025) and deep learning approaches (Jiang, 2022) can support meaningful engagement and reflective teaching practices However, teachers in peripheral regions such as Bangka Belitung, Indonesia, often have limited access to innovative pedagogical training. Exploring how multimodal deep learning can support teacher professional development may provide practical strategies to help novice teachers design more interactive and meaningful language learning experiences in EFL classrooms.
Abstract section 2: Contribution/research questions
This study examines how multimodal deep learning approaches can support the professional development of novice English teachers in a peripheral EFL context. It addresses two research questions:
1. How does professional development based on multimodal deep learning influence novice teachers’ instructional practices in EFL classrooms?
2. How do novice teachers perceive the role of multimodal resources in promoting deeper language learning and classroom engagement?
Abstract section 5: References
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Jiang, R. (2022). Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context. Frontiers in Psychology, 13, 955565. https://doi.org/10.3389/fpsyg.2022.955565
Stewart, O. G., González, J., & Midgette, E. (2025). A framework for critically analyzing multimodal texts for English Language Learners through intermodal complementarity. Qualitative Research Journal. https://doi.org/10.1108/QRJ-08-2024-0173
| Title | Multimodal Deep Learning for Novice English Teachers |
|---|---|
| Teaching Context | Junior/senior high-school |