Enhancing multimodal text composition through process-genre approach: A quasi-experimental study in L1 teacher education
Social Sciences and Humanities Open, cilt.13, 2026 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 13
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.ssaho.2026.102980
- Dergi Adı: Social Sciences and Humanities Open
- Derginin Tarandığı İndeksler: Scopus, Directory of Open Access Journals
- Anahtar Kelimeler: Multimodal literacy, Multimodal text writing, Process-genre approach, Teacher training, Turkish as a native language
- Akdeniz Üniversitesi Adresli: Evet
Özet
This study investigates the impact of a process-genre writing approach on the multimodal writing performance and literacy levels of prospective native language teachers. The research involved 48 teacher candidates enrolled in the Turkish Language Teaching programme at a state university in Türkiye, using an embedded mixed-methods design to evaluate development through quantitative performance criteria and participant experiences. Quantitative data were collected using a pre-test–post-test control-group quasi-experimental design; the experimental group received instruction based on the process-genre approach, while the control group was taught through traditional, product-focused methods. An analytical rubric for multimodal texts and the Multimodal Literacy Scale served as quantitative data-collection tools; qualitative insights were gathered through semi-structured interviews with 16 experimental group participants. Results indicate that the process-genre approach produced significant effects favouring the experimental group, particularly in reflecting genre features and multimodal design skills. A significant increase was observed in the experimental group's multimodal text production scores, whereas no significante change occurred in the control group. Regarding multimodal literacy levels, moderate effects favouring the experimental group were observed in the “Meaning-Making” sub-dimension; however, no significant differences emerged in other sub-dimensions. Qualitative findings suggest that model text analysis, planning, peer feedback, revision, and publishing stages enhanced multimodal meaning-making, genre awareness, collaborative writing experiences, and intention to incorporate multimodal texts into future teaching. The findings demonstrate that the process-genre approach provides an effective pedagogical framework for developing prospective teachers' digitally design-oriented writing skills and transforming traditional writing instruction into multimodal, design-centred, and technology-integrated practices suitable for the digital age.