Integrating Moral Values into EFL learning through a Multimodal Project: A Case Study

Background/purpose. The integration of moral values into EFL teaching has been an important issue in Indonesia as multimodal literacy practices can be employed to foster both language learning and moral development among young learners. This study investigated how multimodal learning can be used to promote moral values alongside language skills among young learners in Indonesian primary schools.

Materials/methods. This research employed qualitative methods. Data was collected through observations, interviews, and analysis of students’ artifacts. Activities such as storytelling, drawing, and collaborative projects were designed to encourage meaningful engagement with values such as kindness and responsibility. Kress and van Leeuwen’s multimodal framework, Unsworth’s literacy development cycle, and principles of critical literacy were used as analytical frameworks.

Results. The findings reveal that multimodal literacy practices not only enhance linguistic competence but also nurture critical literacy and moral-social awareness. Students demonstrated increased autonomy, creativity, and a deeper understanding of moral values in these interactive activities.

Conclusion. The study highlights the transformative potential of multimodal approaches in EFL contexts, emphasizing their capacity to develop young learners into autonomous, creative meaning-makers. However, further refinement of theoretical and methodological frameworks is needed to ensure broader applicability across diverse educational settings.

Keywords: English language teaching (ELT), critical literacy, moral values in education, multimodal literacy, primary education in Indonesia

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