English (United Kingdom)

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Students being unable to be part of 21st-century learning is due to the lack of multimodal literacy in teachers (pre-service teachers). The researcher was motivated to research investigating pre-service teachers’ perception and readiness to digital multimodal literacy at Lakidende University. This study aims to gain data and information about the perception and readiness of English teachers in 21 st multimodal literacy in this era of new types of communication. This study employed a survey method through online survey research among pre-service teachers at Lakidende University. The findings describe the demographic teacher with multimodal literacy which related to the teacher have a positive attitude in using a digital media tools, that indicated that they ready to use digital such as social media, communication tools, and tool online presentation and also offers a new perspective for teachers with the term multimodality in teaching English. It could conclude that teachers may know and use technology in the classroom, but they do not vaguely understand multimodal literacy. The implications of this research give direction and a new perspective in using multimodal literacy for English classrooms. It suggests that it could be better supported by the university environment, stakeholders, and government in developing the quality of English teachers’ professional development.

INVESTIGATING OF PRE- SERVICE TEACHERS’ PERCEPTION AND READINESS TO DIGITAL MULTIMODAL LITERACY AT LAKIDENDE UNIVERSITY