Examining Multimodal Literacy Skills Among EMI Teachers in Kazakhstan

Abstract

The integration of English as a Medium of Instruction (EMI) in Kazakhstani universities necessitates effective multimodal communication in teaching. However, limited research has explored EMI instructors’ multimodal literacy—their ability to utilize verbal, visual, and textual elements to enhance instruction. This study investigates the relationship between EMI instructors’ ability to express and interpret multimodal content and their preference for multimodal communication in teaching at a Kazakhstani university. A quantitative research design was employed, utilizing a validated survey instrument to assess 120 teachers’ multimodal literacy levels in one Kazakhstani university. The collected data underwent reliability analysis, descriptive statistics, and Pearson correlation analysis to examine the relationships among multimodal expression, interpretation, and preference. The results indicate that while teachers acknowledge the value of multimodal approaches, they encounter significant challenges in integrating them effectively. Variations in internal consistency suggest that certain aspects of multimodal communication remain difficult to master. Additionally, the findings reveal that teachers who demonstrate strong multimodal interpretation skills do not necessarily prefer using such methods in teaching. These findings suggest a gap between EMI instructors’ multimodal literacy and their instructional preferences, highlighting the need for targeted faculty development programs that enhance multimodal teaching strategies.