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Autor/inn/en | Lewis, Dawson R., III; Lewis, Troy Y. |
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Titel | A Multimodal Approach to Higher Order Literacy Development of Low-Level EFL University Students in Japan |
Quelle | In: Innovation in Language Learning and Teaching, 15 (2021) 4, S.364-383 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lewis, Dawson R., III) ORCID (Lewis, Troy Y.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1750-1229 |
DOI | 10.1080/17501229.2020.1813736 |
Schlagwörter | 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; Japan Denkfähigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Schülerverhalten; Cultural identity; Kulturelle Identität; Leseleistung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Computerkonferenz; Peer-Beziehungen; Zeichentrickfilm; Novel; Roman; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland |
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. (As Provided). |
Anmerkungen | 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 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |