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Title: :  MULTIMODAL VOICES: A QUALITATIVE STUDY ON ELEMENTARY STUDENTS’ SEMIOTIC EXPERIENCES AND PREFERENCES IN LEARNING ENGLISH
PaperId: :  26854
Published in:   International Journal Of Advance Research And Innovative Ideas In Education
Publisher:   IJARIIE
e-ISSN:   2395-4396
Volume/Issue:    Volume 11 Issue 3 2025
DUI:    16.0415/IJARIIE-26854
Licence: :   IJARIIE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author NameAuthor Institute
MARC JOSEPH R. CABARLESNORTH EASTERN MINDANAO STATE UNIVERSITY
NICAH MAE A. FALCONNORTH EASTERN MINDANAO STATE UNIVERSITY

Abstract

English Language
multimodal learning, sociocultural theory, elementary English education, multilingualism, learner preferences, inclusive pedagogy
Despite global reforms in early English education, a significant number of young learners—particularly in multilingual, under-resourced contexts—fail to develop foundational English literacy. This qualitative study examines how elementary students in the Philippines experience, prefer and struggle with multimodal approaches to learning English. Embedded in Multimodal Learning Theory (Jewitt et al., 2021) and Sociocultural Theory (Vygotsky, 1978), the study foregrounds student voices to examine how diverse semiotic modes—visual, auditory, kinesthetic, textual, and spatial—facilitate or hinder engagement and comprehension. Using a qualitative descriptive design, fifteen bilingual students from a public school were interviewed through open-ended, child-friendly questions. Reflexive thematic analysis revealed that learners preferred embodied, playful, and visual modalities (e.g., role-play, songs, pictures), citing these as effective for understanding and emotional safety. Conversely, instruction relying on abstract, text-heavy modes or rapid, English-only delivery created confusion, anxiety, and disengagement. Theoretically, the study critiques monomodal, colonial legacies in English instruction and advances a learner-centered paradigm that values multimodal literacies as legitimate epistemologies. Practically, it offers policy-relevant insights into inclusive pedagogy, suggesting that curriculum reform must center not only on content but also on the semiotic affordances learners utilize to make meaning. The findings underscore the political urgency of listening to young learners in shaping equitable, multimodal English language education in postcolonial contexts.

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IJARIIE MARC JOSEPH R. CABARLES, and NICAH MAE A. FALCON. "MULTIMODAL VOICES: A QUALITATIVE STUDY ON ELEMENTARY STUDENTS’ SEMIOTIC EXPERIENCES AND PREFERENCES IN LEARNING ENGLISH" International Journal Of Advance Research And Innovative Ideas In Education Volume 11 Issue 3 2025 Page 3392-3406
MLA MARC JOSEPH R. CABARLES, and NICAH MAE A. FALCON. "MULTIMODAL VOICES: A QUALITATIVE STUDY ON ELEMENTARY STUDENTS’ SEMIOTIC EXPERIENCES AND PREFERENCES IN LEARNING ENGLISH." International Journal Of Advance Research And Innovative Ideas In Education 11.3(2025) : 3392-3406.
APA MARC JOSEPH R. CABARLES, & NICAH MAE A. FALCON. (2025). MULTIMODAL VOICES: A QUALITATIVE STUDY ON ELEMENTARY STUDENTS’ SEMIOTIC EXPERIENCES AND PREFERENCES IN LEARNING ENGLISH. International Journal Of Advance Research And Innovative Ideas In Education, 11(3), 3392-3406.
Chicago MARC JOSEPH R. CABARLES, and NICAH MAE A. FALCON. "MULTIMODAL VOICES: A QUALITATIVE STUDY ON ELEMENTARY STUDENTS’ SEMIOTIC EXPERIENCES AND PREFERENCES IN LEARNING ENGLISH." International Journal Of Advance Research And Innovative Ideas In Education 11, no. 3 (2025) : 3392-3406.
Oxford MARC JOSEPH R. CABARLES, and NICAH MAE A. FALCON. 'MULTIMODAL VOICES: A QUALITATIVE STUDY ON ELEMENTARY STUDENTS’ SEMIOTIC EXPERIENCES AND PREFERENCES IN LEARNING ENGLISH', International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 3, 2025, p. 3392-3406. Available from IJARIIE, http://ijariie.com/AdminUploadPdf/MULTIMODAL_VOICES__A_QUALITATIVE_STUDY_ON_ELEMENTARY_STUDENTS’_SEMIOTIC_EXPERIENCES_AND_PREFERENCES_IN_LEARNING_ENGLISH_ijariie26854.pdf (Accessed : ).
Harvard MARC JOSEPH R. CABARLES, and NICAH MAE A. FALCON. (2025) 'MULTIMODAL VOICES: A QUALITATIVE STUDY ON ELEMENTARY STUDENTS’ SEMIOTIC EXPERIENCES AND PREFERENCES IN LEARNING ENGLISH', International Journal Of Advance Research And Innovative Ideas In Education, 11(3), pp. 3392-3406IJARIIE [Online]. Available at: http://ijariie.com/AdminUploadPdf/MULTIMODAL_VOICES__A_QUALITATIVE_STUDY_ON_ELEMENTARY_STUDENTS’_SEMIOTIC_EXPERIENCES_AND_PREFERENCES_IN_LEARNING_ENGLISH_ijariie26854.pdf (Accessed : )
IEEE MARC JOSEPH R. CABARLES, and NICAH MAE A. FALCON, "MULTIMODAL VOICES: A QUALITATIVE STUDY ON ELEMENTARY STUDENTS’ SEMIOTIC EXPERIENCES AND PREFERENCES IN LEARNING ENGLISH," International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 3, pp. 3392-3406, May-Jun 2025. [Online]. Available: http://ijariie.com/AdminUploadPdf/MULTIMODAL_VOICES__A_QUALITATIVE_STUDY_ON_ELEMENTARY_STUDENTS’_SEMIOTIC_EXPERIENCES_AND_PREFERENCES_IN_LEARNING_ENGLISH_ijariie26854.pdf [Accessed : ].
Turabian MARC JOSEPH R. CABARLES, and NICAH MAE A. FALCON. "MULTIMODAL VOICES: A QUALITATIVE STUDY ON ELEMENTARY STUDENTS’ SEMIOTIC EXPERIENCES AND PREFERENCES IN LEARNING ENGLISH." International Journal Of Advance Research And Innovative Ideas In Education [Online]. volume 11 number 3 ().
Vancouver MARC JOSEPH R. CABARLES, and NICAH MAE A. FALCON. MULTIMODAL VOICES: A QUALITATIVE STUDY ON ELEMENTARY STUDENTS’ SEMIOTIC EXPERIENCES AND PREFERENCES IN LEARNING ENGLISH. International Journal Of Advance Research And Innovative Ideas In Education [Internet]. 2025 [Cited : ]; 11(3) : 3392-3406. Available from: http://ijariie.com/AdminUploadPdf/MULTIMODAL_VOICES__A_QUALITATIVE_STUDY_ON_ELEMENTARY_STUDENTS’_SEMIOTIC_EXPERIENCES_AND_PREFERENCES_IN_LEARNING_ENGLISH_ijariie26854.pdf
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