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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. (ORCIDLewis, 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 - Language:
- 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:
- 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
- Availability:
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