Journal of Social Sciences and Humanities Research Fundamentals
104
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TYPE
Original Research
PAGE NO.
104-107
DOI
OPEN ACCESS
SUBMITED
26 February 2025
ACCEPTED
22 March 2025
PUBLISHED
25 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Importance of Using
Innovative Methods Based
on Multimodal Texts in
The Development of
Critical Thinking Skills of
Future English Teachers
Tojiboyeva Shokhistakhon Komiljonovna
Acting Associate Professor of the Interfaculty Department of Foreign
Languages of the Termez University of Economics and Service, Doctor of
Philosophy (PhD) in Pedagogical Sciences, Uzbekistan
Abstract:
This article explores the importance of
innovative techniques based on multimodal texts in
developing critical thinking skills of future English
teachers. Multimodal texts are materials that combine
different communication methods (text, images, audio
and video materials). This article details how students
thinking skills can be developed through the use of
multimodal texts in the educational process. Examples
of research and practice presented in the article show
how students can improve their ability to express their
thoughts, solve problems, and make logical conclusions
using multimodal educational resources. It also looks at
the difficulties that arise in the development of critical
thinking skills through multimodal texts and ways to
overcome them. As a result, important conclusions are
drawn about the importance of innovative methods in
improving the skills of future English teachers.
Keywords:
Critical thinking, skills, multimodal texts,
innovative techniques, education, teaching methods,
feedback, analysis, creativity, research, learning
process, interactivity.
Introduction:
In the context of modern globalization,
the demand for the process of teaching foreign
languages has increased sharply, with special attention
in the educational process to such issues as creative and
critical thinking, media literacy, integration with
information resources. English teachers are not limited
to mastering the previous traditional skills
–
linguistic
skills, they are obliged to be able to form in students a
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critical learning skill of independent thinking,
creativity, in-depth analysis of information from
various sources, as well as multimodal texts (forms of
information that combine such as image, diagram,
audio, video, Context). A Multimodal text is a text that
sums up various forms of information, allowing the
reader to receive and interpret information over
several channels (view, hear, read). Such texts are
widespread in accordance with the demand of the
time: blogposts, infographics, video tutorials,
podcasts, pictorial-textual materials, media content on
social networks. Therefore, future English teachers
should be able to work with such multimodal texts, use
them with a critical eye as a resource, have a
methodology for forming this skill in students.
Critical thinking is the ability of an individual to ask
independent questions in front of any information or
conclusion, study evidence, assess source reliability,
listen to alternative opinions, draw conclusions in a
way that is devoid of subjective feeling. John Dewey
classifies this process as “reflexive thinking”, consisting
of asking questions, relying on the individual's own
experience, relying on scientific methods, independent
decision-making activity [1]. Jean Piaget explains that
in the theory of child mental development, an
individual
gradually
moves
into
“multilateral
analytical” thought from the point of view of his
“egocentric” in the process of social environment,
communication and experience. According to him, the
child occupies the foundation of critical thought in the
process of comparing various colorful data, studying
different point of view [2]. Therefore, critical thinking
is more important when working with information
–
multimodal texts
–
from different sources, from
different forms. Because, multimodal information is
composed of various elements (video, audio, image,
text, infographics), which in the process of
independent search, comparison and conclusion,
require the reader to find reliable evidence, distinguish
manipulative elements, carefully organize the thought
process.
Multimodal
educational
approach.
Multimodal
education is an approach based on the presentation of
information over several channels (text, image, audio,
video). In doing so, the reader generates insight by
studying each modal component separately, and then
analyzing them consistently or integrated. Paulo Freire
acknowledges in the idea of” critical pedagogy “that
the reader is not a passive” consumer of information“,
but an” active participant", that information in
various
forms, such as literary text, painting, video, can
develop consciously in the process of its own research
in a consistent way[3]. In English classes, a multimodal
educational approach refers to teaching foreign
language skills (reading, writing, speaking, listening and
understanding) in various forms of resources, such as
text + infographics, picture + audio, video + subtitles. In
this case, students receive information through several
sensory organs, while the teacher must develop a
critical opinion in students that analyzes these
resources.
In the future, a specialist who will teach English: be able
to offer various types of text (scientific, artistic, popular,
technical, social network posts, blog, advertising), have
methodological skills in their analysis;
To be able to harmoniously apply various modal forms
of Information (picture, video, audio, graphics) in the
course of one lesson, so that the interest of students,
the ability to independently analyze increases several
times;
Foreign sources, using various platforms (YouTube, BBC
Learning English, TED Talks, infographics), preparing
critical questions and directing readers to provide
evidence, perceive manipulation, draw conclusions are
a necessary factor for the development of critical
thought. Lev Vygotsky believes that the development of
students as individuals is accelerated by the application
of methods corresponding to this “zone of near
development”, that is, by achieving the ability to
complete tasks at a level higher than the student's
competence, with the methodological support of the
teacher [4].
The connection between Multimodal texts and critical
thinking. A Multimodal text is a form of information that
concentrates information in itself in several separate
modal forms. For example, infographics use text,
numbers, diagrams, images, and colors to convey
complex information to the reader in a clear and fluent
form. Or video roller-combines several modal
components in itself, such as audio, image, animation,
subtitle. Future English teachers are in the process of
working with this type of text:
The study of lexical and grammatical aspects
(vocabulary in the text, styles of expression);
Critical assessment of the effects of image, sound,
design elements on the reader, emotional capacity,
manipulative methods, contextual evidence, etc.
Focuses on issues such as determining the purpose
(advertising,
information,
persuasion,
spiritual
influence) of the author or creator.
Critical analysis of Multimodal texts. Critical analysis is
the process of treating a multimodal text as a whole and
studying each of its modal components separately,
assessing the harmony and function of these
components, perceiving manipulative factors. For
example, in a video roller:
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Frames (visual image) - the content of the picture or
clip, who is shown, what context;
Audio-music, sound, intonation, impact on emotion;
Text-
subtitle, title, phrases “call to action”, whether
statistics are quoted, are there manipulative words;
The purpose of the event
–
roller, who is the author,
what is the main idea to be promoted.
In this way, the reader analyzes each component
individually, then draws an integrated conclusion
–
the
meaningful deviation of the text, emotional pressure,
proof-proof sufficiency. John Dewey interprets the
process as “learning by The Reader using his
intelligence in the face of information and asking the
right questions” [5].
Integration of critical thought and multimodal
approach. Critical thought is perfect for comparing
different sources, comparing different forms of
expression, without being limited to just reading or
hearing the text. Therefore, multimodal resources:
blogpost, video roller, audio sheet, picture,
infographic-using all around one topic, to the future
English teacher:
Research: teaches which multimodal source to choose,
verify reliability, evaluate information in a multifaceted
way.
Communication: makes it possible for students to
interpret these multimodal texts in a debate, ask
questions and answers.
Creativity: students or students also reinforce critical
thought by creating their own multimodal materials
(e.g., making infographics, writing podcasts, video clip
analysis).
Developing the critical thinking skills of future English
teachers: a methodical approach. Innovative methods
- traditional " lecture
+ in-class inquiry", not limited to concentrating teacher
and students (students), relying on multi-source and
multimodal
materials,
interactive,
creative,
problematic teaching elements, which means that
students are involved in processes such as
independent reasoning, critical analysis, proof-making,
emotional management, questioning empty-earth
assumptions. These techniques provide a wide range
of opportunities for the future English teacher to
effectively organize his activities when working with
multimodal text in a foreign language, such as
research, resource selection, presentation to students,
improvement of critical thinking through controversy
or keys-stadi, integration with digital platforms, online
developments, social networks.
Complex of interactive methods. Some of the
interactive methods that can be used to develop critical
thinking for future English teachers are as follows:
Debate (debate): defending the opposite opinion on
various multimodal resources (video, infographics,
article).
Keys-stadi (Case-study): critical work on keys based on a
Real or voluntarily created situation, such as a
manipulative message on a social network, a blogpost,
an advertising role.
“Fishbone “(fish sklet) methodology: the main” s
pine
“of the problem, its cause and consequences are
classified as” bone". Students take a comprehensive
look at the problem by filling each bone with multimodal
examples.
Role-playing (Role-play): someone on Multimodal texts
thinks in the role of “author”, someone “critic”,
someone “blogger”, someone “fact
-
checker” [6].
The application of multimodal texts in the formation of
critical thought: advantages and problems.
Advantages. Interest and motivation: Multimodal text
attracts the attention of readers, since it is in harmony
with modern technologies, interest in the lesson
increases.
Colorful experience: just as the coverage of one topic in
several types of sources (infographics + video + article)
strengthens the skills of comparative analysis, critical
questioning, separation of reliable sources in readers.
Digital literacy: Multimodal texts are often hosted in
online form, which gives readers experience working
with internet resources, search operators, media
platforms.
Language skills: as concurrent reading (reading),
listening comprehension (listening), vision (viewing)
practices are performed, integrated skills are formed to
suit the purpose of English classes.
CONCLUSION
Working with multimodal texts in the development of
critical thinking skills of future English teachers is a
requirement of the digital and global era. Thanks to this
methodology, the teacher, not only with the traditional
“lecture –
question-
answer” format, allows students to
receive information that comes in different expressions
(text, audio, video, infographics), provide evidence,
distinguish
manipulation,
draw
independent
conclusions, at the same time form linguistic skills.
While John Dewey called the process “a scientific
-
theoretical point of view for a democratic society”,
Paulo Freire has cited the definition of “critical think
ing
that drives people to discover their power”. The teacher
of modern English, especially the future frame, should
be a facilitator, a mentor who will guide students not
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only to memorize the rules of the language, but also to
a complex process in comparing various sources and
making
critical
conclusions,
being
able
to
independently think Under information flows using
modern
multimodal
resources,
innovative
technologies along with the linguistic method. Only
through such an integrative approach can students
grow up in their later lives as a person who can
effectively move in the global information space, has
the skills of critical analysis of information, is a creative
thinker and has a more thorough grasp of a foreign
language.
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