Аңдатпа
Currently, teachers realize that they have to diversify their teaching approaches and learning content based on the student's capabilities, interests, and readiness because teachers need to have the ability to enrich the practices of teaching and learning English language skills to suit students' multiple learning styles.The theory of multimodality is asked a number of these questions related to the tools for analyzing non-textual components because it denotes the application of multiple literacies within one medium.This paper was triggered by field observation or experience in the classroom situation as outlined in the statement of the problem.From a preliminary observation of teaching speaking to a new generation, writers established that most students preferred to combine several modes of communication in learning.It was seen that they were expected to be fully aware of this combination.But they did it without a clear understanding of multimodality because it was convenient for them and easier to comprehend listening to speaking materials or speaking to writing.Besides, we defined that teacher was the key to effective learning.So, they should be adequately prepared, trained, supervised, and supported in their work.Therefore, this paper goes further to complete the cycle by adding schemes of work and lesson plans to the exposition of implementing multimodal texts (MT) in teaching speaking skills.The paper was thus based on what the researchers experienced/observed as background to the study (laying the foundation for the study), theoretical literature review, and needs analysis.The overall aim of the action research was to contribute to a theoretical framework and practical implementation of different types of MT in L2 teaching that developed towards the preparation of teaching speaking skills at the university level in Kazakhstan.Definitely, the preliminary stages of the paper viewed as empirical experience or observation of what actually was happened in the English classrooms.The second phase in the development of this paper was then the implementation procedure of creating and exploring MT focusing on improving speaking skills.Finally, the third and final phase was the MT public presentation.This study used action research and the two methods of data collection were students' written feedback and teacher's observation notes.In short, the nature of MT had enabled learners to explore and utilize texts in multiple and varied forms and content.In those stated stages, learners were able to use MT to search for relevant information pertaining to oral presentation skills from various sources, both in printed and digital media.Students were also able to use these MT to discuss the suitability in facilitating them to prepare MT creation using Web 2.0 tools.