This study explores the design, implementation, and outcomes of a 14-week multimodal communication course conducted at a Japanese university, guided by an action research framework.Drawing on Burns's (2010) iterative cycle of planning, action, observation, and reflection, the course sought to deepen students' understanding of social semiotics, visual communication, and other theoretical perspectives relevant to multimodality.A mixed methods approach, including preand post-course image analyses, student surveys, teacher interviews, and assessment of final presentations, provided comprehensive data on learners' progress and perceptions.Findings indicate that students demonstrated marked improvements in their ability to deconstruct and interpret diverse texts, applying concepts related to multimodality and semiotics more effectively by the end of the term.Surveys further revealed high levels of satisfaction, with many students reporting heightened awareness of how social and cultural narratives are embedded in everyday media.While challenges arose in addressing abstract theory and varying English proficiency levels, the action research process facilitated timely pedagogical adjustments, such as simplified readings, interactive tasks, and iterative feedback loops, that supported learners' evolving needs.The results suggest that practitioner-oriented, reflective practice can successfully integrate multimodal analysis into a Content and Language Integrated Learning (CLIL) context, fostering advanced literacy skills and crosscultural awareness.This study thus contributes to ongoing discussions on how action research may enhance the teaching of complex theoretical frameworks, pointing to broader applications in global higher education.
Justin Rooks (Tue,) studied this question.