Narrative Iconic Signs in EFL Classrooms: A Multimodal Social Semiotic Perspective on Interaction and Learner Creativity
Abstract
Purpose: This study examines the role of narrative iconic signs in supporting teacher-learner interaction and learner creativity in English as a Foreign Language (EFL) classrooms. It identifies the visual resources used by EFL teachers, determines the extent to which narrative iconic signs are integrated into classroom practice, and examines their contribution to learners’ written production. Methodology: A descriptive mixed-methods was used with 15 EFL teachers and 636 learners from selected secondary schools in Goma. Data were collected through teacher and learner questionnaires, nonparticipant classroom observations, and learner-produced texts. Quantitative data were analysed using frequencies and percentages, while qualitative data were examined through thematic and textual analysis, focusing on cohesion, coherence, vocabulary use, sequencing, descriptive language, and creativity. Findings: Teachers predominantly used static visuals: pictures (86.67%), photographs (80.00 %), drawings (73.33%), diagrams (66.67%), and maps (53.33%). Narrative resources were less common, with pictures sequences reported by 26.67% and narrative picture stories by 20.00% of teachers. Learners expressed positive perceptions of visual resources; 73.90% agreed or strongly agreed that visuals supported comprehension, improved English lessons, and facilitated vocabulary retention. Learner-produced texts showed evidence of idea generation, event sequencing, descriptive expression, and creative interpretation, although grammatical accuracy, cohesion, and lexical choice remained problematic. Teachers identified time constraints, limited training, inadequate materials, and curriculum limitations as barriers. Unique Contribution to Theory, Policy and Practice: Narrative iconic signs are underused but potentially valuable multimodal resources for interactive and creative EFL teaching. Their use should be combined with explicit instruction in vocabulary, grammar, cohesion, coherence, and writing development.