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ORIGINAL RESEARCH article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1504871
This article is part of the Research Topic Foreign Language Teaching and Learning in Chinese Higher Education: Emerging Challenges View all 14 articles

Developing and Evaluating A Tr anslanguaging-Multiliter acies Lear ning Design (LDTMP) for Student Agency in a College English Cour se in China

Provisionally accepted
Jie Zhou Jie Zhou 1*Sze Seau Lee Sze Seau Lee 2SI NA KEW SI NA KEW 3
  • 1 China Jiliang University, Hangzhou, China
  • 2 UCSI University, Kuala Lumpur, Malaysia
  • 3 University of Technology Malaysia, Johor Bahru, Johor Darul Takzim, Malaysia

The final, formatted version of the article will be published soon.

    Set within the context of a college English course in China, this study introduces an educational approach known as the Learning Design for Translanguaging and Multiliteracies Pedagogy (LDTMP), which aims to foster student agency within higher education. 'Translanguaging' refers to the integrated use of multiple languages, and 'multiliteracies' pertains to the diverse literacy skills required in today's multimodal world. The significance of student agency is emphasized as it enables students to take control of their learning process, aligning with the goals of lifelong learning and active citizenship advocated by policies in China. The research employs Design-Based Research (DBR), a method that involves three phases: 1) preliminary research to establish a theoretical foundation, 2) iterative prototype development and classroom implementation, and 3) the formalization of research and design principles. This approach is particularly suitable for integrating innovative pedagogies such as translanguaging and multiliteracies, which are central to the LDTMP framework. The study reports partial findings from the first and second phases of the complete DBR research. In the first phase, literature review contributed to the design and development of a prototype of LDTMP. In the second phase, the prototype of LDTMP was implemented in a college English course and evaluated quantitatively and qualitatively through a pilot study. Results indicated significant differences in LDTMP on student agency compared to other instructional models across dimensions such as self-efficacy beliefs, teacher support, opportunities to influence, and opportunities to make choices.

    Keywords: EFL, Student agency, pedagogy, multiliteracies, design-based research, Translanguaging

    Received: 02 Oct 2024; Accepted: 30 Dec 2024.

    Copyright: © 2024 Zhou, Lee and KEW. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Jie Zhou, China Jiliang University, Hangzhou, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.