UTILIZING MULTIMODAL APPROACH TO DEVELOP LEARNERS' LANGUAGE CREATIVITY: SENIOR HIGH SCHOOL ENGLISH TEACHERS' NARRATIVES

Meaningful classroom communication is strengthened when learners actively construct and express ideas through multiple modes of communication. This study examined senior high school English teachers’ experiences, coping strategies, and educational insights in using multimodal approaches to foster language creativity. Guided by a qualitative research design, semi-structured in-depth interviews were conducted with ten senior high school English teachers from selected schools in Davao City, and the data were analyzed using thematic analysis. The findings showed that teachers’ experiences with multimodal instruction were shaped by inclusive learning environments, professional adaptability and growth, and creative, meaningful learning, reflecting how multiple modes support learner diversity and enrich classroom interaction. Teachers addressed instructional challenges through strategies that emphasized cultural self-expression, expressive freedom, and reflective critical awareness, enabling sustained creativity and purposeful engagement. Educational insights further revealed that multimodal instruction influences language creativity by expanding creative expression, fostering pedagogical innovation, and strengthening learner agency. In light of these findings, sustained institutional support and collaborative professional practices are encouraged to strengthen the effective integration of multimodal approaches in senior high school English classrooms.