A multimodal approach to higher order literacy development of low-level EFL university students in Japan

Lewis, Dawson R.; Lewis, Troy Y.

doi:10.1080/17501229.2020.1813736

Cited by 4 publications

(1 citation statement)

References 61 publications

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“…Rather, they will begin to undergo more authentic and pleasurable reading learning activities manifested in their flexibly selected texts. Such elaboration was echoed by a similar previous finding discovered by Lewis and Lewis (2021), who unearthed that a predominant number of Japanese university EFL learners began to infuse a more positive perspective towards their multimodal reading learning activities after they were enabled to pick up the most compatible digital reading texts matching their reading contexts most. Suwastini et al (2021) highly advocated for Indonesian EFL reading instructors to closely adhere to more versatile and adjustable reading learning resources while making use of a multimodal strategy to gradually transfigure second language learners into more enthusiastic, active, and productive readers.…”

Section: Resultsmentioning

confidence: 61%

Invigorating Globalized EFL Learners’ Reading Proficiency Growth through the Continual Support of Multimodal Strategy

Wijaya

2024

JELPA

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As globalized EFL learners often elude themselves from participating in the designated reading learning activities prepared by their teachers due to the inevitable complexities, satiation, and frustration climates, the sustainable integration of a multimodal strategy is deemed as one of the essential digital learning approaches rewarding to be actualized by nowadays second language reading instructors. Previous researchers vehemently contended that with the support of a multimodal strategy, worldwide EFL learners no longer experience unpleasant reading learning climates since they interact with their digital texts enjoyably and meaningfully. This current small-scale library study is an actualization of the researcher's motivation to specifically reveal whether internalization of a multimodal strategy can reinforce globalized EFL learners' reading proficiency levels. To this end, the researcher employed a thematic analysis method in analyzing the specifically generated research results derived from 20 prior multimodal strategy scientific articles. To ascertain the credibility and relevancy of each analyzed research result, the researcher selected 20 already-published multimodal strategy articles ranging from 2018 until 2023. The thematically categorized research results highly advocated globalized second language reading instructors to arm language learners with the proper usage of a multimodal strategy to consistently promote more transformative reading learning enterprises in which EFL learners' targeted reading proficiency development can thrive to a greater level.

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Section: Resultsmentioning

confidence: 61%

Invigorating Globalized EFL Learners’ Reading Proficiency Growth through the Continual Support of Multimodal Strategy

Wijaya

2024

JELPA

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Linkages between literary response, aesthetic competence, and literary competence in the EFL classroom

Calafato

Simmonds²

2022

Studies in Educational Evaluation

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Pathways to motivation and learning in English language education: a case of two youths engaging in multiliteracies

Karjagdi Çolak

2024

ETPC

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Purpose This study investigates the effect of digital multimodal composing (DMC) on student motivation and literacy in English as a Foreign Language (EFL) contexts. It explores how students engaged in creating digital animations to respond to literary texts and the implications for integrating DMC into traditional literacy practices. Grounded in social semiotic theory and Self-Determination Theory, this study aims to understand how digital composing influences student engagement, motivation and literacy development. Design/methodology/approach Qualitative data were gathered over a six-month period using a combination of student surveys, semi-structured interviews, reflection logs and student-produced scripts/animations. This study focused on two university students who engaged in multimodal projects as part of their extracurricular EFL activities, examining their processes and reflections. Findings Students demonstrated strong intrinsic motivation during DMC processes, largely due to the social affordances provided by digital multimodal composing. By combining traditional literacy skills with digital practices, students experienced enhanced creative expression, enhanced meaning-making and a deeper understanding of literary texts through the production and sharing of animated videos. This process promoted both emotional and cognitive engagement, emphasizing the importance of teacher guidance and digital tools in creating a more dynamic and supportive learning environment. Practical implications This study outlines a practical approach to DMC through a structured process: selecting and reading a book, proposing a change as if requesting it from the author, creating and sharing a video on YouTube to explain the change and reflecting on the experience. This approach can guide educators in designing activities that deepen student engagement, enhance critical thinking and integrate digital tools with traditional learning methods. Originality/value This study contributes to the understanding of how digital technologies can transform traditional literacy practices, offering insights into the benefits of multimodal composition for language learning and motivation in EFL contexts. It provides practical examples of how students and teachers can leverage digital tools to enhance literacy education and prepare students for 21st-century challenges.

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A multimodal approach to higher order literacy development of low-level EFL university students in Japan

Cited by 4 publications

References 61 publications

Invigorating Globalized EFL Learners’ Reading Proficiency Growth through the Continual Support of Multimodal Strategy

Invigorating Globalized EFL Learners’ Reading Proficiency Growth through the Continual Support of Multimodal Strategy

Linkages between literary response, aesthetic competence, and literary competence in the EFL classroom

Pathways to motivation and learning in English language education: a case of two youths engaging in multiliteracies

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