The Implementation of Digital-powered Multiliteracies in Learning the English Language among Indigenous Students in Malaysia
DOI:
https://doi.org/10.33102/alazkiyaa235الكلمات المفتاحية:
multiliteracies، indigenous، English language learning، digital educationالملخص
Contemporary literacy demands multiple competencies, yet indigenous students face persistent challenges including poor literacy outcomes and inadequate culturally responsive pedagogy. Grounded in Multiliteracies theory, this study explores the implementation of a Digital-powered Multiliteracies English Language Learning (DMELL) program among indigenous learners. Using participatory action research, data were collected from eight English teachers and 30 Form 2 students at SMK Bestari through interviews, observation, documents, and research diaries, and analyzed thematically via Atlas.ti. Successful DMELL implementation required understanding students' sociocultural contexts and community literacy practices. This study provides a framework integrating sociocultural, English language, and digital competencies effectively addresses indigenous students' educational needs and future readiness.
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التنزيلات
منشور
كيفية الاقتباس
إصدار
القسم
الرخصة
الحقوق الفكرية (c) 2026 Fariza Puteh Behak, Noor Saazai Mat Saad, Ramiaida Darmi, Hazleena Baharun, Suzanah Selamat , Engku Muhammad Syafiq Engku Saffruddin, Norhaili Massari, Associate Professor Dr
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