Texts to Treasures: The Lived Experiences of English Teachers Employing Multimodal Approach in Literature Classes

This study investigated the implementation of the multimodal approach in literature instruction by English teachers, focusing on their experiences, strategies, and insights derived from this pedagogical method. Employing a qualitative research design, in-depth interviews were conducted with ten English teachers from Davao del Norte. The collected data were analyzed using thematic analysis, identifying two primary themes for the English teachers lived experiences: transformative instruction and learner responsiveness. These themes illuminate how the multimodal approach fosters deeper student engagement and enriches literary learning. The strategies employed by teachers included adaptive strategies, multimodal techniques, and inclusive practices, underscoring their innovative responses to diverse learning needs. Additionally, the study highlights reflective growth and sustainable innovation as key outcomes, demonstrating how the approach contributes to professional development and long-term instructional improvement. In light of these findings, it is recommended that educators and educational institutions promote the multimodal approach in literature classes, as it facilitates dynamic, inclusive, and meaningful learning experiences for students.