Designing a Theory-Driven Multimodal Vocabulary Learning Module for Chinese EFL Learners
DOI:
https://doi.org/10.17507/tpls.1603.15Keywords:
multimodal learning, vocabulary instructional design, Gradual Release of Responsibility (GRR), Sidek Module Development Model, module designAbstract
This study presents the design of a theory-driven multimodal vocabulary learning module developed for first-year non-English majors at a Chinese application-oriented university. Drawing upon Multimodal Literacy Framework, Discourse-Based Instruction, and the Gradual Release of Responsibility (GRR) model, the module aims to enhance learners’ productive vocabulary knowledge through structured, scaffolded instruction that integrates visual, auditory, kinesthetic, and textual modalities. The development process followed the Sidek Module Development Model, encompassing comprehensive steps from needs analysis to content selection, strategy integration, and instructional sequencing. Each activity within the module was explicitly aligned with the GRR instructional stages ("I do, We do, You do") to promote gradual learner autonomy in vocabulary output. The resulting module features a combination of vocabulary presentation, collaborative tasks, discourse-based reading, and multimodal production assignments such as storytelling and digital design. The study details the design rationale, theoretical underpinnings, and pedagogical structure of the module, providing a replicable framework for EFL educators seeking to foster productive vocabulary development in low-proficiency learners. While no empirical data are presented in this paper, the module is positioned for future classroom validation and practical adaptation across applied university settings.
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