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@article{158276,
        author = {Dr Maheepathi Srinivasa Rao},
        title = {Digital Multimodal Learning Materials in English Language Teaching},
        journal = {International Journal of Innovative Research in Technology},
        year = {},
        volume = {9},
        number = {9},
        pages = {182-185},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=158276},
        abstract = {From the 1990s to the beginning of the 2010s, a number of systematic reviews on multimodal pedagogies in English language classrooms were carried out. However, multimodal digital learning materials in the English language classroom have not been the subject of a recent review. This gap is filled by looking at research papers on multimodal learning materials including MR, AR, and VR in English language classrooms that were published between 2012 and 2022. The use of critical, creative, and culturally responsive multimodal material, explicit teaching of multimodal literacy, affect in multimodal learning, and concerns regarding multimodal assessment were among the five common themes that emerged from a qualitative thematic analysis of 88 articles gathered from the search. The article offers suggestions for future research and discusses these themes in relation to the thematic findings of previous review studies with the same focus on multimodality in the English language classroom.},
        keywords = {From the 1990s to the beginning of the 2010s, a number of systematic reviews on multimodal pedagogies in English language classrooms were carried out. However, multimodal digital learning materials in the English language classroom have not been the subject of a recent review. This gap is filled by looking at research papers on multimodal learning materials including MR, AR, and VR in English language classrooms that were published between 2012 and 2022. The use of critical, creative, and culturally responsive multimodal material, explicit teaching of multimodal literacy, affect in multimodal learning, and concerns regarding multimodal assessment were among the five common themes that emerged from a qualitative thematic analysis of 88 articles gathered from the search. The article offers suggestions for future research and discusses these themes in relation to the thematic findings of previous review studies with the same focus on multimodality in the English language classroom.},
        month = {},
        }