Abstract
Multimodal and multichannel practices are at the core of this chapter. Multimodal research questions the notion that language is the most important aspect for meaning conveyance and acknowledges the interplay between linguistic, paralinguistic, and non-linguistic resources. Multichannel learning thrives on the idea of distance learning and on the use of media resources and technology that are part of effective instruction. Drawing on Morell's analytical system, this chapter analyzes an English for specific purposes (ESP) subject to compare onsite and online classroom practices from a multimodal and multichannel perspective and to evaluate whether these practices are efficient in feedback provision. By considering the teacher's multimodal competence and multichannel awareness, this study provides a detailed view of the most effective strategies of the virtual and the face-to-face modes and how these can be integrated and implemented to provide feedback and to motivate/encourage learners.
TopBackground
In this section, the main theoretical concepts will be reviewed in depth. First, the notions of multimodality and multichannel learning will be defined along with a reference to technological tools that are on the rise with the arrival of the “digital turn” in education (Kergel et al. 2018). Then, we will delve into the conceptualization of feedback, with particular attention to oral corrective feedback.
Key Terms in this Chapter
Multimodality: The interplay between three diverse modes: linguistic (speech), paralinguistic (prosody), and non-linguistic (body postures, facial expressions, gaze, gestures, spatiality, and positionality).
ESP (English for Specific Purposes): A type of English Language Teaching (ELT) course that aims to provide students with the linguistic knowledge and abilities they need to attain certain specialized purposes.
Corrective Feedback (Oral): Oral interactions between teacher and student(s) in which information is supplied regarding students’ written or oral productions.
Hybrid Teaching: Any classroom environment that combines face-to-face and virtual lessons throughout the same course.
Multichannelity: The use and combination of different systems and channels that enable efficient and affordable access to knowledge and skills.
Translanguaging: The individuals’ use of their diverse linguistic systems and resources (plurilingual repertoire) that, when used in a dynamic, flexible, and complex manner, allow for knowledge construction.