Multimodal Engagement in Large Classes: Rethinking the “Questions-to-Teacher” Activity

In a class of 62 students, it’s easy to feel like meaningful dialogue with each individual is impossible. Large-group lectures, limited time, and uneven participation can create real barriers. Yet in my Week 1 “Questions-to-Teacher” activity, I found that scaffolding different levels of questions and modeling multiple feedback channels transformed a logistical challenge into an opportunity for multimodal engagement.

How It Worked in My Class

I asked students to submit questions to me in three categories:

  1. Small talk (e.g., hobbies, daily life, cultural curiosities).

  2. Class-focused (e.g., assignment deadlines, grading policies).

  3. Ask-Me-Anything (AMA) (open-ended, anything they wanted to know).

Instead of simply replying in one format, I responded across multiple modes:

  • Written feedback on their submitted questions.

  • Spoken answers during class time.

  • An audio recording of my responses, paired with their original written questions, so they could listen and read along.

This approach meant that students weren’t just asking questions—they were also receiving listening, reading, and note-taking resources created out of their own authentic curiosity.

What the Research Says

Several threads in education research help make sense of why this worked:

  • Multimodal learning expands access. Kress (2010) and Jewitt (2008) argue that learning today is inherently multimodal—students engage across written, spoken, and digital forms. Providing multiple entry points (text, speech, audio) supports diverse learning preferences and proficiencies.

  • Interaction builds engagement, even at scale. Long’s (1996) Interaction Hypothesis emphasizes that meaningful communication, not just passive exposure, drives language acquisition. Student-generated questions ensure the interaction is authentic, not teacher-scripted.

  • Dialogic teaching strengthens community. Alexander (2008) describes dialogic teaching as an approach where teacher–student talk creates shared meaning. Even in large classes, dialogic structures foster a sense of connection.

By treating student questions as content—not just interruptions or logistical clarifications—I was able to build authentic, multimodal learning opportunities while strengthening classroom community.

Takeaway for Other Teachers

Even in oversized classes, it’s possible to make interaction feel personal and dynamic. A few ideas to try:

  • Scaffold types of questions. Give students a range: personal, class-related, open-ended.

  • Respond across modes. Don’t limit yourself to one channel—try mixing written, spoken, and recorded answers.

  • Leverage student curiosity. Use their questions as raw material for listening and reading resources.

When 62 students each feel like their question matters, the classroom stops being a crowd and starts being a community.

✨ Further Reading:

  • Alexander, R. (2008). Towards Dialogic Teaching: Rethinking Classroom Talk.

  • Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267.

  • Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge.

  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of Second Language Acquisition.

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