A Multimodal Approach to Higher Order Literacy Development of Low-Level EFL University Students in Japan

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  • Author(s): Lewis, Dawson R., III (ORCID Lewis, Dawson R., III (ORCID 0000-0002-2804-7631); Lewis, Troy Y. (ORCID Lewis, Troy Y. (ORCID 0000-0001-9034-4568)
  • Language:
    English
  • Source:
    Innovation in Language Learning and Teaching. 2021 15(4):364-383.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Thinking Skills; Literacy; Student Attitudes; Undergraduate Students; Cultural Awareness; Reading Achievement; Second Language Learning; Second Language Instruction; English (Second Language); Computer Mediated Communication; Peer Relationship; Cartoons; Novels; Literacy Education; Multiple Literacies; Reading Instruction; Teaching Methods; Foreign Countries
    • Subject Terms:
      Japan
    • Accession Number:
      10.1080/17501229.2020.1813736
    • ISSN:
      1750-1229
    • Abstract:
      This mixed methods study investigates the effect of a multimodal reading intervention on EFL reading achievement and intercultural awareness of students (n = 20) at a Japanese university. A cross-culturally themed graphic novel was employed to overcome language barriers and cultural mores and promote higher-order literacy. Asynchronous discourse on the e-learning platform (Edmodo) was analyzed for evidence of higher-order literacy and intercultural awareness development. Wilcoxon signed ranks tests of triggering question responses and peer-to-peer responses on online forums at the beginning and end of term were analyzed for cognitive density. Thematic analysis of an open-ended survey was conducted to gather student perceptions of the graphic novel. Results revealed a significant effect on reading achievement but no significant improvement of intercultural awareness (at [alpha] = 0.05). Survey analysis indicated a high degree of student satisfaction with the multimodal literacy instruction and asynchronous computer-mediated discourse (ACMC), as well as other emergent themes. These findings suggest reading instructors of low-level EFL university students should consider employing non-traditional reading and learning modalities, especially for students with high cognitive maturity and low reading proficiency.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1306134