MULTIMODAL REFERENCING IN THE TRADITIONAL CLASSROOM: REFERENTIAL TEACHING PRACTICES WITH TEXT ANNOTATION TOOLS

Abstract

This experimental mixed-method study, conducted over a series of 42 one-hour-long sessions, investigated the integration of text annotation tools as a referential practice. The study drew on Multimodal (Inter)action Analysis as a research framework and used purposive sampling methods to observe 16 students and conduct focus group interviews with 5 instructors. To ensure the robustness of the research findings, the study also conducted observations and interview-based survey questionnaires on another group of 100 participants. The results of the study revealed a positive impact of using annotation tools as a referential practice on student motivation, attention, and task comprehension. The study suggests that annotation tools facilitate an enhanced interactive and focused learning environment, which aligns with contemporary digital literacy demands. The research contributes to the understanding of technology-mediated learning, proposing a blended design approach for integrating digital tools in face-to-face instruction.