Designing Multimodal Digital Media for Public Speaking in a Rural EFL Classroom: A 4D Development Study

Abstract

This study reports the design and classroom evaluation of a multimodal digital flipbook for public-speaking instruction in a rural Indonesian EFL setting. Guided by the 4D model (Define, Design, Develop, and Disseminate), the study involved 29 seventh-grade students, an English teacher, and two expert validators. Needs analysis indicated strong demand for learning resources combining text, images, video, and guided practice. The resulting Canva-based material was published through Heyzine and organized around speech structure, language support, audiovisual modelling, rehearsal, and performance tasks. Expert appraisal rated the media design at 86.7% and the language-content component at 95.6%. A five-student pilot and a 24-student classroom trial produced reported practicality ratings of 90.6% and 92.3%, while the teacher evaluation reached 87.5%. The findings show that context-responsive multimodal materials can make public-speaking pedagogy more accessible and engaging in a low-resource EFL classroom, although claims about proficiency gains require performance-based longitudinal evidence.