Multimodal Semiotic Resources in Online Learning Environments: Meaning-Making from an Applied Linguistics Perspective
DOI:
https://doi.org/10.71435/742323Keywords:
Multimodal Learning, Semiotic Resources, Online Learning, Applied Linguistics, Meaning-MakingAbstract
Purpose: This study examined how multimodal semiotic resources support meaning-making and comprehension in online applied linguistics learning.
Subjects and Methods: A convergent parallel mixed-methods design involved 120 applied linguistics students. The study examined five resources: text-based slides, video lectures, infographics, podcasts, and discussion forums. Quantitative data were collected through surveys, usage logs, and comprehension tests, while qualitative data were obtained through semi-structured interviews and observations of forum interactions. Quantitative analysis used descriptive statistics and Pearson correlation, whereas qualitative data were analyzed thematically and integrated.
Results: Positive associations were observed between resource use and comprehension. Text-based slides showed the strongest association (r = .62, p < .001), followed by video lectures (r = .57, p < .001), discussion forums (r = .51, p = .002), infographics (r = .49, p = .003), and podcasts (r = .28, p = .04). Comprehension scores were descriptively higher among students using three to four modalities and five modalities than among those using one to two modalities. Forum interactions supported reflection, peer exchange, and collaborative meaning-making.
Conclusions: Multimodal resources provide complementary opportunities for meaning-making in online applied linguistics learning. Strategic integration of resources and interactive activities can support comprehension, reflection, and collaborative learning.
Downloads
References
Al-Muttairi, F. Z. S., & Al-Alusi, A. H. S. H. (2025). Multimodal communication in ESL learning: Examining the integration of visual, auditory, and textual elements in digital media with a focus on quality Education (SDG 4). Journal of Lifestyle and SDGs Review, 5(3), e04773-e04773. https://doi.org/10.47172/2965-730X.SDGsReview.v5.n03.pe04773
Bach, A., & Thiel, F. (2024). Collaborative online learning in higher education—quality of digital interaction and associations with individual and group-related factors. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1356271
Burke, R. A., Jirout, J. J., & Bell, B. A. (2025). Understanding cognitive engagement in virtual discussion boards. Teaching in Higher Education, 26(1). https://doi.org/10.1177/14697874241230991
Cavanagh, T. M., & Kiersch, C. (2023). Using commonly-available technologies to create online multimedia lessons through the application of the Cognitive Theory of Multimedia Learning. Educational Technology Research and Development, 71, 1033–1053. https://doi.org/10.1007/s11423-022-10181-1
Chisunum, J. I., & Nwadiokwu, C. (2024). Enhancing student engagement through practical production and utilization of instructional materials in an educational technology class: A multifaceted approach. NIU Journal of Educational Research, 10(2), 81-89. https://doi.org/10.58709/niujed.v10i2.2002
Di Zhang, E., & Yu, S. (2023). The development and validation of an L2 student digital multimodal composing competence scale. Computer Assisted Language Learning, 38(3), 486–511. https://doi.org/10.1080/09588221.2023.2201342
Erfanian Mohammadi, J., Elahi Shirvan, M., & Akbari, O. (2019). Systemic functional multimodal discourse analysis of teaching students developing classroom materials. Teaching in higher Education, 24(8), 964-986. https://doi.org/10.1080/13562517.2018.1527763
Flowerdew, L. (2012). Corpora in the classroom: An applied linguistic perspective. Corpus applications in applied linguistics, 208-224.
García-Morales, V. J., Garrido-Moreno, A., & Martín-Rojas, R. (2021). The transformation of higher education after the COVID disruption: Emerging challenges in an online learning scenario. Frontiers in psychology, 12, 616059. https://doi.org/10.3389/fpsyg.2021.616059
Grant, M. M. (2021). Asynchronous Online Course Designs: Articulating Theory, Best Practices, and Techniques for Everyday Doctoral Education. Impacting Education: Journal on Transforming Professional Practice, 6(3), 35-46.
Guo, C., Shea, P., & Chen, X. (2022). Investigation on graduate students’ social presence and social knowledge construction in two online discussion settings. Education and Information Technologies, 27, 2751–2769. https://doi.org/10.1007/s10639-021-10716-8
Hidayat, M. T. (2025). University distance learners’ interaction and engagement in online asynchronous discussion forums. Journal of Educators Online, 22(1). https://doi.org/10.9743/JEO.2025.22.1.2
Ho, W. Y. J. (2024). Digital multimodal composing pedagogy in a university writing course. ELT Journal, 78(3), 326–335. https://doi.org/10.1093/elt/ccae011
Huda, M. (2024). Between accessibility and adaptability of digital platform: investigating learners' perspectives on digital learning infrastructure. Higher education, skills and work-based learning, 14(1), 1-21. https://doi.org/10.1108/HESWBL-03-2022-0069
Jiang, L., & Hafner, C. (2024). Digital multimodal composing in L2 classrooms: A research agenda. Language Teaching, 528–546. https://doi.org/10.1017/S0261444824000107
Jones, P., Turney, A., Georgiou, H., & Nielsen, W. (2020). Assessing multimodal literacies in science: semiotic and practical insights from pre-service teacher education. Language and Education, 34(2), 153-172. https://doi.org/10.1080/09500782.2020.1720227
Kovtoniuk, M. M., Kosovets, O. P., Soia, O. M., & Tyutyun, L. L. (2022). Virtual learning environments: major trends in the use of modern digital technologies in higher education institutions. Educational Technology Quarterly, 2022(3), 183-202. https://doi.org/10.55056/etq.35
Kress, G., & Van Leeuwen, T. (2002). Colour as a semiotic mode: Notes for a grammar of colour. Visual communication, 1(3), 343-368. https://doi.org/10.1177/147035720200100306
Kumi, R. (2023). Discussion forums and student engagement: A social network analysis perspective. Decision Sciences Journal of Innovative Education, 21(4), 197–207. https://doi.org/10.1111/dsji.12299
Lumsden, S., Djonov, E., & Slatyer, H. (2024). The multimodal community of inquiry: A framework for evaluating online learning environments in higher education. In Designing Learning with Digital Technologies (pp. 33-55). London: Routledge. https://doi.org/10.4324/9781003359272
Makda, F. (2025). Digital education: Mapping the landscape of virtual teaching in higher education–a bibliometric review. Education and Information Technologies, 30(2), 2547-2575. https://doi.org/10.1007/s10639-024-12899-2
Martin, J., Xu, L., & Seah, L. H. (2021). Discourse analysis and multimodal meaning making in a science classroom: Meta-methodological insights from three theoretical perspectives. Research in Science Education, 51(1), 187-207. https://doi.org/10.1007/s11165-020-09961-7
Mayer, R. E. (2024). The past, present, and future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36, 8. https://doi.org/10.1007/s10648-023-09842-1
Meng, L., & Hong, C. K. (2024). The Impact of Audiovisual Elements on Learning Outcomes-Focusing on MOOC. International Journal of Internet, Broadcasting and Communication, 16(3), 98-112. https://doi.org/10.7236/IJIBC.2024.16.3.98
Meng, W., Yu, L., Liu, C., Pan, N., Pang, X., & Zhu, Y. (2024). A systematic review of the effectiveness of online learning in higher education during the COVID-19 pandemic period. Frontiers in Education, 8, 1334153. https://doi.org/10.3389/feduc.2023.1334153
Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning–mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28(1), 41-57. https://doi.org/10.1080/07908318.2014.1000924
Mohammadi Zenouzagh, Z., Admiraal, W., & Saab, N. (2024). Potential of computer‐mediated communications in directing communication repair, co‐regulation patterns and student engagement. Journal of computer assisted learning, 40(5), 2121-2134. https://doi.org/10.1111/jcal.13010
Moorhouse, B. L., & Wong, K. M. (2022). Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning. Journal of Computers in Education, 9(1), 51-70. https://doi.org/10.1007/s40692-021-00195-8
Nacionales, J. P. (2023). Asynchronous engagement through online discussion forums: Experiences from English language students in a Philippine state university. Journal of English Language Studies, 8(1).
Nielsen, W., Turney, A., Georgiou, H., & Jones, P. (2022). Meaning making with multiple representations: a case study of a preservice teacher creating a digital explanation. Research in Science Education, 52(3), 871-890. https://doi.org/10.1007/s11165-021-10038-2
Ongor, M., & Uslusoy, E. C. (2023). The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomised controlled study. Nurse Education in Practice, 71, 103686. https://doi.org/10.1016/j.nepr.2023.103686
Pacheco, M. B., Smith, B. E., Deig, A., & Amgott, N. A. (2021). Scaffolding multimodal composition with emergent bilingual students. Journal of Literacy Research, 53(2), 149-173. https://doi.org/10.1177/1086296X211010888
Pedrazzini, A., Gualberto, C., Karatza, S., Ghiasian, M., & Adami, E. (2023). PanMeMic. Changes in Communication and Interaction during the COVID-19 Pandemic and Beyond: Insights from a Collective, Multimodal Research Method 1. In Multimodality Studies in International Contexts (pp. 68-89). New York: Routledge. https://doi.org/10.4324/9781003367550
Querol-Julián, M. (2023). Multimodal interaction in English-medium instruction: How does a lecturer promote and enhance students’ participation in a live online lecture? Journal of English for Academic Purposes, 61, 101207. https://doi.org/10.1016/j.jeap.2022.101207
Rivera, D. A., Frenay, M., Paquot, M., de Montpellier, P., & Swaen, V. (2025). Beyond the process: A novel analytical model to examine knowledge construction in MOOC forums. Computers & Education, 235, 105342. https://doi.org/10.1016/j.compedu.2025.105342
Roa González, J., Sánchez Sánchez, N., Seoane Pujol, I., & Díaz Palencia, J. L. (2025). Challenges and perspectives in the evolution of distance and online education towards higher technological environments. Cogent Education, 12(1), 2447168. https://doi.org/10.1080/2331186X.2024.2447168
Satar, M., Hauck, M., & Bilki, Z. (2023). Multimodal representation in virtual exchange: A social semiotic approach to critical digital literacy. Language Learning & Technology, 27(2), 72-96.
Sato, S. N., Condes Moreno, E., Rubio-Zarapuz, A., Dalamitros, A. A., Yañez-Sepulveda, R., Tornero-Aguilera, J. F., & Clemente-Suárez, V. J. (2023). Navigating the new normal: Adapting online and distance learning in the post-pandemic era. Education Sciences, 14(1), 19. https://doi.org/10.3390/educsci14010019
Sofkova Hashemi, S. (2017). Socio-semiotic patterns in digital meaning-making: semiotic choice as indicator of communicative experience. Language and Education, 31(5), 432-448. https://doi.org/10.1080/09500782.2017.1305396
Twiner, A., Littleton, K., Whitelock, D., & Coffin, C. (2021). Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making. Learning, Culture and Social Interaction, 30, 100520. https://doi.org/10.1016/j.lcsi.2021.100520
Ulanday, M. L., Centeno, Z. J., Bayla, M. C., & Callanta, J. (2021). Flexible learning adaptabilities in the new normal: E-learning resources, digital meeting platforms, online learning systems and learning engagement. Asian Journal of Distance Education, 16(2).
Wang, X., Sun, D., Cheng, G., & Luo, H. (2023). Key factors predicting problem-based learning in online environments: Evidence from multimodal learning analytics. Frontiers in Psychology, 14, 1080294. https://doi.org/10.3389/fpsyg.2023.1080294
Wulan, D. R., Drajati, N. A., & Supriyadi, S. (2022). Exploring EFL Students’ Digital Multimodal Composing (DMC) Affordance: Stories from Vocational School. Al-Ishlah: Jurnal Pendidikan, 14(2), 2007-2018. https://doi.org/10.35445/alishlah.v14i2.1970
Zhang, Y., Peng, J., & Zheng, Y. (2024). Teachers’ perceptions of implementing digital multimodal composing in tertiary classrooms: Voices from Chinese EFL teachers. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12560
Zheng, L., Long, M., Niu, J., & Zhong, L. (2023). An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL. International Journal of Computer-Supported Collaborative Learning, 18(1), 101-133. https://doi.org/10.1007/s11412-023-09386-0
Zitha, I., Mokganya, G., & Sinthumule, O. (2023). Innovative strategies for fostering student engagement and collaborative learning among extended curriculum programme students. Education Sciences, 13(12), 1196. https://doi.org/10.3390/educsci13121196
.jpg)
