Exploration of Symbolic Communication in Language Learning in the Era of Education 4.0

Abdul Hamid; Joko Widodo; Nurul Zuriah

doi:10.59890/ijeps.v3i4.96

Authors

Abdul Hamid University of Muhammadiyah Malang
Joko Widodo University of Muhammadiyah Malang
Nurul Zuriah University of Muhammadiyah Malang

DOI:

https://doi.org/10.59890/ijeps.v3i4.96

Keywords:

Symbolic Communication, Language Learning, Education 4.0

Abstract

Digital transformation in Education 4.0 has changed the form of communication in language learning from verbal dominance to complex multimodal symbols. This study aims to describe the forms of symbolic communication used in contemporary language learning. Using the Meta-Analysis Literature Review (MALR) method, this study analyzes data from relevant scientific literature in the last five years. The results show that digital symbols such as emojis, visual gestures, and icons have become the main medium in the construction of educational meaning. The findings extend the theoretical framework of symbolic interactionism and multimodality in the context of digital education and emphasize the importance of symbolic literacy as a basic competency in modern language learning. This research opens up opportunities for further empirical practice-based studies.

References

Cheng, K., Kuo, C.-Y., & Chen, L. (2022). Quantifying the emergence of symbolic communication. Cognitive Science, 46(1). https://doi.org/10.1111/cogs.13038

Elleström, L. (2022). Symbolicity, language and mediality. Sign Systems Studies, 50(2), 243–268. https://doi.org/10.12697/SSS.2022.50.2.02

Fernback, J. (2019). Symbolic interactionism in communication: A review of the literature. Journal of Communication Inquiry, 43(4), 312–329. https://doi.org/10.1177/0196859919846914

Higgins, J. P., & Green, S. (Eds.). (2011). Cochrane handbook for systematic reviews of interventions (Vol. 4). John Wiley & Sons.

Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings. Sage.

Hourdequin, M. (2019). Multilingual computer-mediated communication practice in digital environments. Journal of Multilingual and Multicultural Development, 40(7), 567–581. https://doi.org/10.1080/01434632.2019.1571072

Johnson, H. (2017). Performing deafness: Symbolic power as embodied by deaf and hearing actors. Disability Studies Quarterly, 37(2). https://doi.org/10.18061/dsq.v37i2.5417

Tănăsescu, C. (2023). The role of symbolic communication in the vision of education 4.0. International Journal of Education and Development, 41(1), 22–33. https://doi.org/10.52950/TE.2023.41.1.003

Wachsmuth, I. (2019). Embodied communication: Towards a computational model. Journal on Multimodal User Interfaces, 13(3), 135–149. https://doi.org/10.1007/s12193-019-00299-4

Wahyuni, E., & Husna, A. (2022). Symbolic communication ability of prospective physics teachers in inclusive learning. Journal of Physics: Conference Series, 2019(1). https://doi.org/10.1088/1742-6596/2019/1/012057

Wildgen, W. (2024). The cognitive roots of multimodal symbolic forms: With an application to digital learning. Semiotica, 252(1), 113–132. https://doi.org/10.1515/sem-2023-0004