Enhancing Language Skills and Literacy: A Project-Based Approach for English Teachers in Multimodal Pedagogy

Abstract

To address the gap in English teachers’ ability to effectively integrate multimodal literacy in language teaching, especially in socio-culturally diverse and resource-limited contexts such as East Java, this study developed and implemented a project-based mentoring program. The aim was to enhance teachers’ competencies in creating and utilizing multimodal texts to improve students’ language skills and digital literacy. Grounded in a Research and Development (R&D) approach, the study began with a needs analysis involving 147 English teachers across various school types and regions in East Java. Findings revealed that while over 80% of teachers already employed multiple modes such as text, image, audio, and gesture in classroom practice, formal training on multimodal literacy was limited. The project-based mentoring program incorporated a sequence of stages, including conceptual workshops, exploration of digital tools, mentoring on lesson planning, classroom trials, and reflective sessions. Participants demonstrated improved confidence and capability in integrating multimodal elements, even when constrained by limited digital access. Teachers reported increased student engagement and participation, particularly when combining familiar digital applications with contextually relevant teaching materials. This study highlights the importance of capacity-building initiatives that support teachers in leveraging both digital and non-digital multimodal resources, contributing to more inclusive and effective language learning environments aligned with the evolving demands of 21st-century education.