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

Autor/inn/en	Lewis, Dawson R., III; Lewis, Troy Y.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01