ORCID

https://orcid.org/0009-0002-1834-9377

Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Education Specialties

First Advisor

Olivia G. Stewart

Second Advisor

Bonnie J. Johnson

Abstract

With the increase in digital literacies in schools and the rise in the number of English language learners (ELLs) in US colleges, it is important to examine the affordances of multimodality as it relates to students’ digital literacy practices while advocating for this diverse population. Using a multiliteracies framework, this qualitative action research study made multimodal tools available to ELLs for the preparation and delivery of video presentations of digital portfolios in a higher education English course. The participants in this study were six ELLs from a small private college. The primary research question and two sub-questions were answered using data collected from the students’ academic work, semi-structured interviews, and course observations. Using inductive reasoning, phenomenological coding analysis was applied to categorize the interview data, specifically In Vivo coding (Saldaña, 2021a) and Woodall’s (2016) technique. Findings of this study share an in-depth understanding of ELLs’ perceptions, experiences, and preferences using multimodal tools to support students' digital literacy practices and the role that multimodality plays in their meaning making process. Findings also indicate that assignments that include multimodal digital literacies can help ELLs in their academic success. The implications of this study can inform multimodal curriculum design for diverse higher education populations.

Keywords: curriculum design, digital literacies, ELLs, multiliteracies, multimodality

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