The Impact of Slogans and Graffiti on Public Opinion: Exploring EFL Students’ Perception of Global Climate Change through Multimodal Discourse Analysis
| dc.contributor.author | Ouramdane Katia | |
| dc.contributor.author | Oukal Kouceila | |
| dc.date.accessioned | 2025-11-25T08:47:25Z | |
| dc.date.available | 2025-11-25T08:47:25Z | |
| dc.date.issued | 2024-07-04 | |
| dc.description | 77p. : Ill. en coul. ; (+CD-Rom) | |
| dc.description.abstract | Given the complex and global environmental concerns faced by humanity today, slogans and graffiti serve as impactful multimodal platforms through which such matters can be highlighted, including climate change issue. Accordingly, the present study aimed to explore how EFL students at MMUTO perceive these forms and how they can influence their attitudes at the three levels, involving cognitive, affective, and behavioral stage. In order to meet the objectives of the present study, our research relied on Petty and Cacioppo’s Elaboration Likelihood Model (1986), which investigated the way third-year, master one and two students engage with climate change slogans and graffiti. The methodology employed in this research is mixed method approach, combining qualitative and quantitative methods. The corpus under investigation, comprising five slogans and five graffiti, was collected from online websites and questionnaires were administered to students of the three levels at the Department of English at MMUTO. The results are analyzed using Multimodal Discourse Analysis with more focus on Halliday’s Systemic Functional Grammar for slogans analysis, Kress and Leeuwen’s framework of Visual Grammar for graffiti analysis, as well as Qualitative Content Analysis (QCA) for questionnaire data analysis. The findings revealed that slogans and graffiti influenced the cognitive perception of students by raising their concern and awareness regarding global climate change. Additionally, these multimodal media evoked a range of feelings among EFL students, such as responsibility and sadness regarding the actual situation of the planet. However, at the behavioral level, not all students are engaged in action when encountering these multimodal forms of communication. | |
| dc.identifier.citation | Didactics of Foreign Languages | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/29023 | |
| dc.language.iso | en | |
| dc.publisher | Université Mouloud Mammeri Tizi Ouzou | |
| dc.subject | EFL Students | |
| dc.subject | Elaboration Likelihood Model (1986) | |
| dc.subject | Global Climate change | |
| dc.subject | Graffiti | |
| dc.subject | Multimodal Discourse Analysis | |
| dc.subject | Slogans. | |
| dc.title | The Impact of Slogans and Graffiti on Public Opinion: Exploring EFL Students’ Perception of Global Climate Change through Multimodal Discourse Analysis | |
| dc.type | Thesis |