Literacy development and learning by design in English as an additional language: an exploratory study in higher education

This study examines the effectiveness of Learning by Design (LbyD) in improving literacy and meaning-making processes among students of English as an Additional Language (EAL). Based on a dialogic framework, it explores how LbyD fosters collaborative meaning-making and the development of multiliteracies across personal, linguistic, and sociocultural dimensions. The sample included 66 Primary Education students with an A2-B1 level of English. Through the analysis of students' interaction with multimodal texts in Group 2, the study investigates the potential of LbyD to promote deeper engagement with content, critical thinking, and language competence compared to the traditional method used in Group 1. The results show improvements in students' personal connection with texts, linguistic skills, and sociocultural understanding. This research contributes to the analysis of the LbyD phenomenon and lays the groundwork for future large-scale studies