An Autoethnography of My Lifetime English Learning through Multimodal, Oral Communication, and Multicultural Lenses

Hasbi, Muhamad (2025) An Autoethnography of My Lifetime English Learning through Multimodal, Oral Communication, and Multicultural Lenses. UNSPECIFIED.

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Abstract

As both an EFL learner and teacher, I have experienced a transformative English language journey. Growing up in a non-English-speaking environment, my fascination with English began by watching subtitled Western music videos, sparking a lifelong engagement. Multimodal exposures like Western songs, music videos, lyric books, textbooks, magazines, and movies, combined with oral communication encounters namely creating pocket dictionaries, joining Broken English conversations, competing in speaking contests, participating in a homestay with an American family, alongside multicultural experiences such as escorting foreign scholars and studying abroad, have all played a crucial role in my English development. Using the autoethnography framework narrated qualitatively through vignettes that recall past events, supported by transcriptions of past conversations with influential individuals and personal images as primary data sources, this chapter elucidates the impact of these multimodal, oral communication, and multicultural experiences on my social environment and professional endeavors and the challenges testing me along the way. In the realm of ELT, this chapter encourages educators to enrich classrooms by incorporating multimodal learning and foreign methods to foster both linguistic proficiency and broader cultural literacy and global awareness among students, while urging prospective researchers to explore how multimodal learning and cultural immersion impact language acquisition and educational outcomes.

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