Inclusive multimodal designs in language classroom: Three empirical studies

Few empirical studies have tried to integrate remedial functionalities in foreign language classrooms to enable inclusive practice, combining Universal Design for Learning and Computer-assisted Language Learning. To fill this apparent dearth in research, the author set out to study the affordances of remedial functionalities used in mainstream language classrooms. In three empirical classroom studies involving three interventions, the author tested the learning affordances of three Ebook prototypes with pedagogically informed remedial scaffolds in different mainstream language classrooms with subsequent semi-structured interviews consenting interviewees (n = 32). The author aimed at verbatim transcription of interviews, annotating paralinguistic features like laughter and circumstantial information, when needed for comprehension as well as prosodic features like emphases and rising nuclear intonation. Protocols were coded iteratively in a flexible-deductive way in which major coding categories and themes, when identified, entered into a dialogue with previous research, giving rise to further iterations and identification of subthemes. The studies of this paper are the first to attempt to explore in detail how remedial meaning-comprehension scaffolds are used by individual learners from struggling levels to top performance categories of proficiency. The three interview protocols suggested that learners in general used scaffolds for assisted self-regulation and self-efficacy but also for heightened engagement in acquiring receptive and productive lexical competences. Language teachers as well instructional materials designers can use these results to inspire pedagogical and instructional designs. Today's nations across the globe need skilled labour forces speaking a foreign language and possessing 21st- century skills and therefore teaching designs that can reach out to the whole classroom to impart such skills can contribute to satisfy this need.