Videos as multimodal texts practice to promote critical literacy in EFL classrooms in Colombia.

Abstract

This study investigates the potential of multimodal texts, incorporating visual, audio, and written elements, in promoting critical literacy skills among EFL students in Colombia. Multimodal texts offer diverse means of communication and engagement, aligning with the goal of critical literacy, which encourages questioning, analysis, and evaluation of texts. Creating videos as a multimodal practice shows promise in enhancing students' interaction with texts. This approach empowers students to actively participate in learning, utilizing various modes to convey and analyze messages. The study aims to assess how this method influences critical literacy development and text engagement. By evaluating its effectiveness, the research seeks to provide valuable insights for integrating multimodal texts into teaching practices, benefiting the cultivation of critical literacy skills in educational settings.