Application of Fuzzy Delphi Method to Identify the Construct for Designing and Developing the Multimodal Learning Framework for Writing Skills in ESL Context

Abstract

The increasing complexity of educational demands in the 21st century has emphasized the need for innovative pedagogical frameworks, particularly in enhancing writing skills among ESL students. This study explores the application of the Fuzzy Delphi Method (FDM) to identify and validate the critical constructs necessary for designing and developing a Multimodal Learning Framework aimed at improving writing skills in academic settings. The design of this study is a quantitative study using the Fuzzy Delphi technique. A questionnaire instrument was used to collect research data. Eleven experts in TESL, educational technology, multimodal learning and curriculum participated in the study. Data analysis results showed that the experts accepted all these elements through the expert consensus value above 75%, the threshold value (d) ? 0.2, and the fuzzy score (A) ? ? - cut value = 0.5. Therefore, it shows that these elements have gained expert consensus and are needed to design and develop the Multimodal Learning Framework for Writing Skills. The findings not only contribute to the theoretical understanding of multimodal learning in writing instruction but also offer practical guidelines for educators aiming to implement this framework in foundation-level classrooms. This research underscores the value of FDM in educational design, particularly in areas where expert judgment is critical for addressing complex instructional challenges.