Font Size: 

This research examines the implementation of multimodal literacy in English as a Foreign Language (EFL) teaching in Indonesian secondary schools. Specifically, this research aims to explore how EFL teachers use multimodal strategies in their classrooms, the challenges they face, and the factors that influence their practice. Using a descriptive qualitative method, this study employed semi-structure interview with three English teachers from different schools in South Sulawesi. The researchers used Braun and Clarke’s (2006) thematic analysis to identify key patterns in teachers’ experiences and perceptions. The researchers found that although teachers recognize the importance of multimodal literacy, its implementation varies from one class to another. The text-based materials are still dominant and teacher independence significantly influences the media preparation. Identified challenges included time constraints, infrastructure and digital proficiency. While some teachers creatively use tools such as VR/AR and interactive apps, the overall use of these technologies is still limited. The results of this study provide important insights on how multimodal teaching is practiced in Indonesian classroom.

Digital Literacy; EFL Students; EFL Teaching; Multimodal Literacy; Multimodal Media