Multimodality, English Teaching Social Media Videos, Vocabulary Learning
Abstract
The growing digitalization and multimodality in the field of English acquisition have aroused an inclination to research English teaching videos on social media. Previous research primarily focused on multimodal engagement in school-based English learning, while this research was dedicated to the survey of multimodality in English vocabulary teaching through social media videos. Grammar and composition are also the major subjects mentioned in other studies. In this case, we chose to select vocabulary learning. This study conducted two distinct case studies that discussed characteristics and merits in this category of videos. Data from a questionnaire developed is also analyzed through SPSS. The findings indicate that multimodality is a great strategy for content creators of English vocabulary instructing videos, and the majority of the content creators have a heightened awareness of multimodal engagement. Additionally, both English teachers and students can use the degree of multimodality as a criterion for selecting supplementary vocabulary learning video resources.
