Inclusivity and learner engagement through multimodal approaches in English language learning

Purpose This study intends to unfold the potential of multimodal pedagogy for fostering inclusivity and engagement in English language learning in higher education. Design/methodology/approach Using a mixed-method approach, data were collected through classroom observations, teacher interviews and social media analysis. Findings The findings indicate that multimodality provides more opportunities for structured, inclusive and engaging teaching. Despite efforts to enhance multimodality in the three contexts, much of the learners’ multimodal activities remain a topic of contention, raising questions about measuring learners’ multimodal outcomes. Research limitations/implications The main caveat stems from the small sample size, which restricts the generalizability of the findings. Practical implications The study proposes implications for advancing multimodal practices in teaching and assessing the English language across contexts. It proposes practical tools such as grading contracts, digital badges and adaptable assessment frameworks that promote inclusivity and engagement while allowing for flexible evaluation of students’ multimodal competencies. Originality/value While inclusivity is recognized as a central pillar in education reform and development, linking it to multimodal pedagogy is a gap that leaves an important opportunity for the present endeavor to advance research in this area.