Students’ empowerment in multimodal online learning environments: A social semiotic approach

Hassen Rebhi

Abstract

The aim of this study is to empirically investigate the potential of multimodal online learning environments to empower English as a Foreign Language (EFL) students in higher education, utilizing a social semiotic approach to multimodality. The study specifically examines the influence of intrinsic and extrinsic factors on students' sense of empowerment within these digital settings. A total of 139 MA and undergraduate EFL students participated in the study. The findings suggest that while multimodal online environments can foster student empowerment, they do so only partially, as certain intrinsic and extrinsic variables were found to negatively correlate with empowerment. These results indicate that barriers to empowerment persist, potentially leading to feelings of poweressness among students. The study’s outcomes provide valuable insights for academic stakeholders interested in enhancing student empowerment in online learning environments. The findings also offer practical guidance for both educators and students, encouraging a collaborative approach to learning that emphasizes shared expectations, rights, and responsibilities. Furthermore, the integration of online learning into orientation and ongoing education programs is recommended to cultivate more empowering educational experiences.