Improving Text Comprehension in ESL Learners: A Multichannel Approach

Autor/inn/en	Ferrari, Federica; Picciuolo, Mariangela; Bigi, Daniele
Titel	Improving Text Comprehension in ESL Learners: A Multichannel Approach
Quelle	In: Innovation in Language Learning and Teaching, 16 (2022) 1, S.82-102 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Picciuolo, Mariangela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2020.1868477
Schlagwörter	Reading Comprehension; English (Second Language); Second Language Learning; Multimedia Instruction; Metacognition; Reading Strategies; College Students; Foreign Countries; Learning Activities; Italy + Suchen Sie Ihr Suchwort? Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Multimediales Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Collegestudent; Ausland; Lernaktivität; Italien
Abstract	Purpose: This paper is a proposal for improving ESL text comprehension by merging a multimodal perspective on language (Kress et al. [2005]. "Urban Classrooms, Subject English: Multimodal Perspectives on Teaching and Learning." London: Routledge Falmer.) with an integrated psychological (or 'metacognitive') approach to language learning and awareness (Fairclough [1992]. "Critical Language Awareness." London: Longman, 1). Design: A multichannel approach is presented, based on two strategies: a main 'multichannel' strategy for reading the text, which focuses on the assessment of the visual, auditory, cognitive and kinaesthetic/emotional channels and relative functions, and a corollary one, specifically dedicated to implementing the cognitive function. Methodology/approach: The approach has been extensively applied in university-level English classes (Reggio Emilia, Parma, Bologna University) using a 'multichannel test' based on students' feedback to explore the effectiveness of the method. In this paper, a case study is offered: data have been collected with specific reference to the University of Bologna, A. Y. 2017/18 and 2018/2019. Originality/value: Evidence suggests that further and diversified applications promise an empowerment of the approach and of its impact on ELT as well as on students' awareness and satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01