Validating Multimodal Communicative Competence Frameworks for Decolonial English Language Assessment

Abstract

The paper has discussed the weaknesses of conventional English language testing, including IELTS and TOEFL, in determining the comprehensive nature of communicative competence, particularly in multi-cultural and multi-lingual environments. The research suggests a multimodal communicative competence model integrating visual, digital, non-verbal and cultural communication channels, as more holistic model, in terms of language assessment. The research design used was a mixed-methods design (qualitative and quantitative) with classroom observations, semi-structured interviews, and focus groups, to determine the effectiveness and applicability of the framework. The results show that the multimodal framework is a more comprehensive and context-sensitive alternative to conventional tests, which effectively addresses the weaknesses of models that primarily emphasize oral and written communication. Expert’s judgments confirmed that the framework is reliable in different educational contexts and it can explain a broader scope of communicative practices. The multimodal framework was found more culturally responsive and flexible to different
contexts than the traditional models. This paper has reached the conclusion that multimodal frameworks may revolutionize language assessment by acknowledging the existence of multiple types of communication which are more equitable and culturally sensitive. Nevertheless, the application of the framework in various learning settings and its effects on learning outcomes over the long term also require additional study. Schools are advised to implement such frameworks to make assessments fairer and more inclusive to facilitate diversity that is linguistic and cultural.