Visual Content Assignment and Future Teaching Skills: Pre-Service Teachers Perceptions
Main Article Content
The integration of digital technology in English as a Foreign Language (EFL) education has transformed teaching practices by encouraging the use of visual and multimodal learning materials. Visual content creation assignments have been recognized as potential learning activities that enhance students’ engagement, digital competence, and understanding; however, limited studies have explored how pre-service teachers perceive these tasks as part of their professional preparation. This study aimed to investigate pre-service English teachers’ perceptions of visual content creation assignments, particularly regarding learning engagement, teaching preparation, and understanding of meaning. This research employed a descriptive quantitative approach involving 85 students from the English Language Education Program at Universitas Brawijaya. Data were collected through a 13-item Likert-scale questionnaire distributed via Google Forms and analyzed using descriptive statistics, including mean scores, frequencies, percentages, and standard deviations. The findings revealed that participants demonstrated highly positive perceptions across all measured dimensions. Visual content creation assignments increased students’ motivation and engagement in English learning, strengthened their confidence in utilizing digital media for teaching, and supported their ability to connect English learning materials with real-world contexts. The results indicated that visual content creation tasks functioned not only as learning activities but also as meaningful experiences for developing future teachers’ digital and pedagogical competencies. Therefore, integrating visual content creation assignments into EFL teacher education programs is recommended to support the development of digitally competent and innovative teachers.
Cárcamo, B., & Carmona, C. (2025). Improving EFL students' multimodal literacy through infographics. ELT Journal, 79(2), 205–215. https://doi.org/10.1093/elt/ccae049
Cárcamo, B., & Pino, B. (2025). Developing EFL students' multimodal literacy with the use of infographics. Asian-Pacific Journal of Second and Foreign Language Education, 10(1), Article 16. https://doi.org/10.1186/s40862-025-00322-3
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
Bobkina, J., Baluyan, S., & Dominguez Romero, E. (2025). Tech-enhanced vocabulary acquisition: Exploring the use of student-created video learning materials in the tertiary-level EFL (English as a Foreign Language) flipped classroom. Education Sciences, 15(4), 450.
Davis, M. (2017). Teaching design: A guide to curriculum and pedagogy for college design faculty and teachers who use design in their classrooms. Simon & Schuster.
Dockendorff, M., & Solar, H. (2018). ICT integration in mathematics initial teacher training and its impact on visualization: The case of GeoGebra. International Journal of Mathematical Education in Science and Technology, 49(1), 66–84.
Eilam, B. (2015). Promoting preservice teachers' meta-representational (visual) competencies: The need for a new pedagogy.
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). Sage.
Hafner, C. A. (2021). Multimodal composing in English language teaching: Teacher knowledge and pedagogy. RELC Journal, 54(1), 5–21. https://doi.org/10.1177/0033688220981757
Hafner, C. A., & Ho, W. Y. J. (2020). Digital multimodal composing and second language learning. Language Learning & Technology, 24(2), 1–13.
Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016
Kamalvand, A., & Khany, R. (2024). Development and validation of an English teachers' visual literacy scale for smartphone photography grounded in social semiotic theory. Language Testing in Asia, 14, 38. https://doi.org/10.1186/s40468-024-00307-y
Kress, G. (2021). Multimodality: A social semiotic approach to contemporary communication (2nd ed.). Routledge.
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Mills, K. A. (2015). Literacy theories for the digital age: Social, critical, multimodal, spatial, material and sensory lenses. Multilingual Matters.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Redecker, C. (2022). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union.
Reyna, J., Hanham, J., & Meier, P. (2018). The internet explosion, digital media principles and implications to communicate effectively in the digital space. E-Learning and Digital Media, 15(1), 36–52.
Sari, M. I., Utari, S. D., & Arfiandhani, P. (2023). Creating English learning media using Canva: EFL students' perspective. Teaching English as a Foreign Language Journal, 2(2). https://doi.org/10.12928/tefl.v2i2.467
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2021). Enhancing pre-service teachers' technological pedagogical content knowledge (TPACK): A mixed-method study. Computers & Education, 170, 104224. https://doi.org/10.1016/j.compedu.2021.104224
Tran, T. T., & Nguyen, T. B. (2025). AI-infused visual pedagogy: Enhancing EFL instruction with tailored image generation and academic insights. In AI applications for English language learning (pp. 179–194). IGI Global Scientific Publishing.
Vu, N. N., Hung, B. P., Van, N. T. T., & Lien, N. T. H. (2021). Theoretical and instructional aspects of using multimedia resources in language education: A cognitive view. In Multimedia Technologies in the Internet of Things Environment (Vol. 2, pp. 165–194).
Yeh, H.-C., & Fu, J. S. (2026). Multimodal video projects as a catalyst for language proficiency, problem-solving, and creativity. Interactive Learning Environments, 34(4), 2079–2091.
