A MULTIMODAL APPROACH TO THE DEVELOPMENT OF PROFESSIONAL COMPETENCE FOR PRE-SERVICE ESL TEACHERS
Keywords:
multimodal learning, professional competence, pre-service ESL teachers, teacher education, pedagogical competence, technological literacy.Abstract
The development of professional competence among pre-service English as a Second
Language (ESL) teachers remains a central concern in language teacher education. This study investigates the effectiveness of a multimodal instructional framework—integrating visual, digital, kinesthetic, and collaborative modes—in fostering pre-service ESL teachers' pedagogical, linguistic, and technological competencies during university-based preparation programs. Employing a mixed-methods design with 64 pre-service teachers across two cohorts at a mid-sized Central Asian university, the study collected data through pre- and post-assessments, classroom observations, teaching practice portfolios, and semi-structured interviews. Results indicate statistically significant gains in all three competency domains (p < .001), with qualitative data revealing enhanced self-efficacy, reflective practice, and readiness for diverse classroom contexts. The findings suggest that multimodal teacher education programs offer a robust and contextually responsive alternative to traditional lecture-based approaches, with implications for curriculum designers, teacher educators, and policy stakeholders.
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