Fei Victor Lim
Biographic Data
| ID | 138744 |
|---|---|
| NAME | Fei Victor Lim |
| GIVEN NAMES | Fei Victor |
| FAMILY NAME | Lim |
| SIGNATURE | LIM F V |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0003-3046-1011 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 30 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Analysis of Multimodality in Interaction
This entry examines key approaches to the analysis of multimodality in interaction, foregrounding the view that human communication is inherently multimodal, embodied, and situated. It begins with Multimodal Conversation Analysis, an extension of the conversation analytic tradition, which integrates gesture, gaze, posture, and artefacts into sequential analysis of talk‐in‐interaction. This approach, developed through the work of scholars such as …
Multimodal Data Analysis
Multimodality has been construed differently across various disciplines. This entry focuses on multimodality research informed by the systemic‐functional semiotic perspective (i.e., systemic‐functional semiotics). Multimodality research as such examines how meanings are made through the orchestration of multiple modes of expressions such as speech, writing, image, and gestures in contemporary communication. Systemic‐functional semiotics has witne…
Moods, bots, and bodies
As generative AI (GenAI) chatbots become more common as learning partners, questions remain about students’ emotional and physiological responses to them. A multimodal design was used to compare university students’ experiences during a 25‐minute brainstorming session with either a human teacher or GenAI chatbot. 30 participants wore EmbracePlus sensors to record heart rate, electrodermal activity, and skin temperature while completing the task, …
Bilingual English language teachers’ multimodal pedagogies
Our study examines the multimodal pedagogies of two bilingual English language teachers in primary-level classrooms in Shanghai, Mainland China, in light of the recent updates to the Chinese Compulsory Education’s English Curriculum Standards, which now include viewing multimodal text as part of English language learning. Multimodal pedagogies involve the strategic and artful use of various semiotic resources, such as images, videos, animations, …
Systemic Functional Multimodal Discourse Analysis
Systemic Functional Multimodal Discourse Analysis (SF‐MDA) is an extension of the Systemic Functional Theory (SFT) developed by Michael Halliday. This article presents the distinctiveness of SF‐MDA as an approach to multimodality. The characteristics of SF‐MDA, as compared to other approaches to multimodality, can be defined by its adherence to specific principles from SFT and its attention to particular aspects in multimodal analysis. SF‐MDA is …
Multimodality in Multilingual Classrooms
This article describes the expressions of multimodality in multilingual classrooms, which are the use of multimodal resources, the learning of multimodal literacy, and the teaching of multimodal pedagogies. Multimodal resources involve the use of multimodality to support language learning in multilingual classrooms. Multimodal literacy is about students learning a codified set of knowledge and skills, alongside developing a semiotic awareness as …
Digital crossings
There is increasing emphasis on the importance of knowledge mobilisation, also known as knowledge translation, knowledge exchange, knowledge transfer, so that research findings are moved into action by stakeholders such as policymakers, practitioners and the broader public. While disseminating one’s research digitally is a promising gateway for knowledge produced to have a greater reach, education researchers are least equipped to use digital met…
Please tell us how you can volunteer your contributions to the school’
The incursion of neoliberalism has impacted many facets of education worldwide. This article focuses on one of these: parent–school partnerships. Using a social semiotic approach, the authors analyse the websites of two primary schools in Singapore and examine how the semantic features of implications and presuppositions on the websites propagate the ideology of a transactional relationship between parents and schools. The social semiotic analysi…
Emotional (Dis/Un)entanglement in Becoming an Academic in the Neoliberal Era
This paper explores the complex emotions and affective challenges that academics might experience in their journey of becoming within neoliberal higher education contexts transnationally. These are examined in entanglement with intricate social, ideological, political and racial factors across different stages of academic careers. Informed by a theoretical and conceptual framework in relation to affect and agency in plurilingual contexts and thro…
Interplay among assessment practices, legitimacy of multimodality and learner identity
Commodifying the self
YouTubers focusing on college-related content have gained traction in recent years. This study explores the ways College YouTubers establish their personal branding online using a social semiotic perspective. Focusing on how two YouTubers of different cultural backgrounds, from the United States and Singapore, document their first day of college amidst the COVID-19 pandemic, a multimodal discourse analysis is carried out on the two videos to iden…
Mapping the lesson
While the use of video recording as a method of data collection has helped researchers to resolve the challenge of capturing classroom interactions between teachers and students, it can be challenging for the researchers and teachers to make sense of the rich data collected. This paper describes an approach of analysing and visualising a language lesson with lesson microgenre and network graphs to provide an overview map of the lesson enactment. …
Assessing multiliteracies
Adolescents' use of digital media during the pandemic
The COVID‐19 pandemic and the subsequent lockdown measures in many countries have increased young people's engagement with digital media. The digital divide goes beyond just having devices and includes differences in how well young people can use digital technology. In this paper, we shift our attention beyond screen time to the nature of the adolescents' digital media use. Our study looks at two adolescents from different backgrounds to understa…
Representing youth as vulnerable social media users
While participation in social media has become everyday practice among young people, there have been few studies examining how youth as social media users are represented in the media discourse. Focusing on the promotional materials of an award-winning and widely-viewed documentary film, The Social Dilemma , this paper examines the media depictions of youth that attract the public’s attention. Through a social semiotic analysis, we analyzed the r…
Multimodality, AI and Education
This is an interview with Fei Victor Lim (FVL) by Antonia Dilamar Araújo (ADA), Clarice Gualberto (CG), and Michelle Soares Pinheiro (MSP), in which Professor Lim outlines his view on Multimodality, Artificial Intelligence, and Education
‘Because I’m always moving’
With increased access to technologies for reading, more understanding is needed about how adolescents engage with print and digital reading across school and out-of-school contexts. In this study, mobile ethnography was used to document the everyday print and digital reading practices of adolescent girls from one all-girls’ school. They responded to real-time researcher prompts about their reading across various timings, locations, and devices ov…
The use of code glosses in three minute thesis presentations
Let’s play together
In light of the growing phenomenon of parent–child digital co-play of online games, we conducted a study to understand the different ways of digital co-play and how they can offer opportunities for the child’s learning. We analyse four cases of parent–child digital co-play on Let’s Play gaming videos with Roblox on YouTube. Our research method adopts a netnography research approach and multimodal discourse analysis to examine the data. We identif…
‘If you have the freedom, you don’t need to even think hard’ – considerations in designing for student agency through digital multimodal composing in the language classroom
We report on a study in which two primary school English Language teachers work with researchers to co-design a series of lessons to enhance student agency. ‘Tinkering’ through digital multimodal composing is used as a pedagogical approach. We reflect on the issues in balancing the student’s agency with the teacher’s role. Our study is guided by questions on how we can design for student agency through digital multimodal composing and what the co…
Multimodal composing in the English classroom
As literacy curricula around the world expand to include multimodal meaning-making, the challenge that remains is how teachers can design engaging and effective learning experiences in this context and the nature of their guidance to students in developing their multimodal literacy. Our paper focuses on the topic of multimodal composing, where students create artefacts to learn and demonstrate their learning. We seek to understand how teachers ca…
A Metalanguage for Learning
Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with it inequities in education as a result of the differing access, resources, and experiences of students. These inequities may be rendered invisible if society and schools neither recognize, value nor set out to include in formal education the meaning-making practices from students’ lifeworlds. Such neglect can perpetuate the digital divide among studen…
Multimodality in the English language classroom
Children’s experiences with a transmedia narrative
Children’s digital multimodal composing
This paper explores the implications of children’s out-of-school digital multimodal composing practices on learning and teaching in the formal educational context. It adopts a case study approach where publicly accessible YouTube video productions of three children around the world are examined. Applying a multimodal discourse analysis approach, we analyse the children’s videos and discuss what they suggest about the children’s literacies and ski…
Investigating intersemiosis
A challenge for researchers working with multimodal classroom discourse is to be able to describe and discuss the interaction and interplay across various semiotic resources. This article adopts the Systemic Functional Multimodal Discourse Analysis approach to examine the relationship between language and gesture used by the teacher, in interaction with the students, and the emergent meanings made multimodally. It discusses the mechanisms by whic…
Analysing the teachers’ use of gestures in the classroom
Classroom research in the past has mostly been based on the study of the language used by the teacher and students. With the availability of video recording technologies, it is now possible to collect multimodal classroom data, such as the teachers’ use of gestures, positioning, and classroom space to enact specific pedagogy. The challenge for the researchers is how to annotate and analyse such multimodal data. This paper proposes an approach for…
Using Video Games for Learning
With technological advancement, digital play is increasingly popular as digital games appeal to all ages but are particularly attractive to youths and children. It is useful to develop a deeper understanding of digital play and to explore ways in which caregivers can guide young people in their play to recognize and develop different types of learning. This article attempts to address these issues through proposing a metalanguage for digital play…
Analysing the teachers’ use of gestures in the classroom
Classroom research in the past has mostly been based on the study of the language used by the teacher and students. With the availability of video recording technologies, it is now possible to collect multimodal classroom data, such as the teachers’ use of gestures, positioning, and classroom space to enact specific pedagogy. The challenge for the researchers is how to annotate and analyse such multimodal data. This paper proposes an approach for…
Developing a systemic functional approach to teach multimodal literacy
This article argues for the importance of teaching multimodal literacy in schools so as to adequately equip students to navigate the multimodal communicative landscape. Developing multimodal literacy in students is about developing in them the ability to view multimodal texts critically and for them to represent their ideas through the production of effective multimodal texts. This article describes an instructional approach developed to teach mu…
Developing Multimodal Literacy Through Teaching the Critical Viewing of Films in Singapore
The changing nature of communication has accentuated the need to develop multimodal literacy in students. Although the conventional way of asking a series of questions to elicit students’ comprehension has helped build reading and comprehension skills, teachers could provide more support in the form of the language, pedagogical scaffolds, and technological tools to develop students’ critical viewing of multimodal texts. Working with teachers from…
Investigating intersemiosis
A challenge for researchers working with multimodal classroom discourse is to be able to describe and discuss the interaction and interplay across various semiotic resources. This article adopts the Systemic Functional Multimodal Discourse Analysis approach to examine the relationship between language and gesture used by the teacher, in interaction with the students, and the emergent meanings made multimodally. It discusses the mechanisms by whic…
Children’s digital multimodal composing
This paper explores the implications of children’s out-of-school digital multimodal composing practices on learning and teaching in the formal educational context. It adopts a case study approach where publicly accessible YouTube video productions of three children around the world are examined. Applying a multimodal discourse analysis approach, we analyse the children’s videos and discuss what they suggest about the children’s literacies and ski…
Using Video Games for Learning
With technological advancement, digital play is increasingly popular as digital games appeal to all ages but are particularly attractive to youths and children. It is useful to develop a deeper understanding of digital play and to explore ways in which caregivers can guide young people in their play to recognize and develop different types of learning. This article attempts to address these issues through proposing a metalanguage for digital play…
Children’s experiences with a transmedia narrative
A Metalanguage for Learning
Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with it inequities in education as a result of the differing access, resources, and experiences of students. These inequities may be rendered invisible if society and schools neither recognize, value nor set out to include in formal education the meaning-making practices from students’ lifeworlds. Such neglect can perpetuate the digital divide among studen…
Multimodality in the English language classroom
‘Because I’m always moving’
With increased access to technologies for reading, more understanding is needed about how adolescents engage with print and digital reading across school and out-of-school contexts. In this study, mobile ethnography was used to document the everyday print and digital reading practices of adolescent girls from one all-girls’ school. They responded to real-time researcher prompts about their reading across various timings, locations, and devices ov…
The use of code glosses in three minute thesis presentations
Let’s play together
In light of the growing phenomenon of parent–child digital co-play of online games, we conducted a study to understand the different ways of digital co-play and how they can offer opportunities for the child’s learning. We analyse four cases of parent–child digital co-play on Let’s Play gaming videos with Roblox on YouTube. Our research method adopts a netnography research approach and multimodal discourse analysis to examine the data. We identif…
‘If you have the freedom, you don’t need to even think hard’ – considerations in designing for student agency through digital multimodal composing in the language classroom
We report on a study in which two primary school English Language teachers work with researchers to co-design a series of lessons to enhance student agency. ‘Tinkering’ through digital multimodal composing is used as a pedagogical approach. We reflect on the issues in balancing the student’s agency with the teacher’s role. Our study is guided by questions on how we can design for student agency through digital multimodal composing and what the co…
Multimodal composing in the English classroom
As literacy curricula around the world expand to include multimodal meaning-making, the challenge that remains is how teachers can design engaging and effective learning experiences in this context and the nature of their guidance to students in developing their multimodal literacy. Our paper focuses on the topic of multimodal composing, where students create artefacts to learn and demonstrate their learning. We seek to understand how teachers ca…
Commodifying the self
YouTubers focusing on college-related content have gained traction in recent years. This study explores the ways College YouTubers establish their personal branding online using a social semiotic perspective. Focusing on how two YouTubers of different cultural backgrounds, from the United States and Singapore, document their first day of college amidst the COVID-19 pandemic, a multimodal discourse analysis is carried out on the two videos to iden…
Mapping the lesson
While the use of video recording as a method of data collection has helped researchers to resolve the challenge of capturing classroom interactions between teachers and students, it can be challenging for the researchers and teachers to make sense of the rich data collected. This paper describes an approach of analysing and visualising a language lesson with lesson microgenre and network graphs to provide an overview map of the lesson enactment. …
Assessing multiliteracies
Adolescents' use of digital media during the pandemic
The COVID‐19 pandemic and the subsequent lockdown measures in many countries have increased young people's engagement with digital media. The digital divide goes beyond just having devices and includes differences in how well young people can use digital technology. In this paper, we shift our attention beyond screen time to the nature of the adolescents' digital media use. Our study looks at two adolescents from different backgrounds to understa…
Representing youth as vulnerable social media users
While participation in social media has become everyday practice among young people, there have been few studies examining how youth as social media users are represented in the media discourse. Focusing on the promotional materials of an award-winning and widely-viewed documentary film, The Social Dilemma , this paper examines the media depictions of youth that attract the public’s attention. Through a social semiotic analysis, we analyzed the r…
Multimodality, AI and Education
This is an interview with Fei Victor Lim (FVL) by Antonia Dilamar Araújo (ADA), Clarice Gualberto (CG), and Michelle Soares Pinheiro (MSP), in which Professor Lim outlines his view on Multimodality, Artificial Intelligence, and Education
Systemic Functional Multimodal Discourse Analysis
Systemic Functional Multimodal Discourse Analysis (SF‐MDA) is an extension of the Systemic Functional Theory (SFT) developed by Michael Halliday. This article presents the distinctiveness of SF‐MDA as an approach to multimodality. The characteristics of SF‐MDA, as compared to other approaches to multimodality, can be defined by its adherence to specific principles from SFT and its attention to particular aspects in multimodal analysis. SF‐MDA is …
Multimodality in Multilingual Classrooms
This article describes the expressions of multimodality in multilingual classrooms, which are the use of multimodal resources, the learning of multimodal literacy, and the teaching of multimodal pedagogies. Multimodal resources involve the use of multimodality to support language learning in multilingual classrooms. Multimodal literacy is about students learning a codified set of knowledge and skills, alongside developing a semiotic awareness as …
Digital crossings
There is increasing emphasis on the importance of knowledge mobilisation, also known as knowledge translation, knowledge exchange, knowledge transfer, so that research findings are moved into action by stakeholders such as policymakers, practitioners and the broader public. While disseminating one’s research digitally is a promising gateway for knowledge produced to have a greater reach, education researchers are least equipped to use digital met…
Please tell us how you can volunteer your contributions to the school’
The incursion of neoliberalism has impacted many facets of education worldwide. This article focuses on one of these: parent–school partnerships. Using a social semiotic approach, the authors analyse the websites of two primary schools in Singapore and examine how the semantic features of implications and presuppositions on the websites propagate the ideology of a transactional relationship between parents and schools. The social semiotic analysi…
Emotional (Dis/Un)entanglement in Becoming an Academic in the Neoliberal Era
This paper explores the complex emotions and affective challenges that academics might experience in their journey of becoming within neoliberal higher education contexts transnationally. These are examined in entanglement with intricate social, ideological, political and racial factors across different stages of academic careers. Informed by a theoretical and conceptual framework in relation to affect and agency in plurilingual contexts and thro…
Computer Science (19 works) · Psychology (19 works) · Sociology (15 works) · Linguistics (12 works) · Multimodality (12 works) · Semiotics (12 works) · Literacy, Media, and Education (10 works) · Pedagogy (10 works) · World Wide Web (10 works) · Artificial Intelligence (8 works)