Full Article: PDF
Scientific Object Identifier: http://s-o-i.org/1.1/TAS-02-142-5
DOI: https://dx.doi.org/10.15863/TAS.2025.02.142.5
Language: English
Citation: Mamadjanova, N. (2025). Multimodal Elements and Their Role in Meaning-Making, Social Interaction, and Cultural Expression. ISJ Theoretical & Applied Science, 02 (142), 21-39. Soi: https://s-o-i.org/1.1/TAS-02-142-5 Doi: https://dx.doi.org/10.15863/TAS.2025.02.142.5 |
Pages: 21-39
Published: 28.02.2025
Abstract: Background. In the increase of various modes of communication, that is, emojis, GIFs, and voice notes, meaning creation and negotiation are increasingly taking a different path. While there have been studies in the case of English linguistics regarding this digital discourse, there remains a great need to realize how multimodal communication contributes toward meaning-making, varies in demographic variation, and influences engagement in educational contexts. Purpose. The purpose of the present study is to investigate the role of multimodal communication in digital discourse, demographic influences on its usage, and its impact on engagement and learning outcomes in educational settings. Materials and Methods. A mixed-methods design was employed, incorporating both quantitative survey data and discourse analysis of digital conversations from various platforms. The research looks at how age, cultural background, and digital literacy relate to the multimodal use patterns of the subjects in meaning-making and engagement. Results. Preliminary findings show how the multimodal elements add to meaning-making over and above the textual language through additional contextual cues. In addition, usage patterns differ across demographic groups, with younger users and digitally proficient users relying more on the multimodal features. In educational contexts, it would appear that the use of multimodal elements enhances student engagement and understanding, promoting more interactive and dynamic learning processes. Conclusion. The findings underline the importance of multimodal communication for contemporary digital discourse. Recognition of demographic differences in the use of multimodality will have implications for effective communication strategies in social and educational settings. Furthermore, integrating multimodal elements into pedagogical settings may contribute to improved learning outcomes, a factor that underlines the further need for research into multimodal discourse analysis within English linguistics.
Key words: Multimodal communication, digital discourse, meaning-making, demographic analysis, educational engagement, language acquisition.
|
