Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/66751

Effects of multimodal tasks on students’ critical reading ability and perceptions

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Item Summary

Title:Effects of multimodal tasks on students’ critical reading ability and perceptions
Authors:Varaporn, Savika
Sitthitikul, Pragasit
Keywords:critical reading
English as a foreign language (EFL) reading
Learning by Design
multiliteracies
multimodality in English language teaching
show 1 moremultimodal tasks
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Date Issued:Apr 2019
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Abstract:This study investigated the effects of multimodal tasks on critical reading ability and perceptions of Thai university students. To compare effects on critical reading ability, students were randomly assigned to experimental and control groups and assessed with pre- and post-critical reading tests. Furthermore, reflective journals and semi-structured interviews were used to gain in-depth information about students’ perceptions towards the multimodal tasks. The findings revealed that the experimental group with the treatment of multimodal tasks outperformed the control group in critical reading test scores. Furthermore, evidence from the reflective journals and semi-structured interviews showed that students generally had a positive perception of the multimodal tasks. The multimodal tasks not only assisted them in proposing critical reading ideas and fostered analytical thinking skills, but also enhanced intrinsic motivation and learning autonomy.
URI:http://hdl.handle.net/10125/66751
ISSN:1539-0578
DOI:10125/66751
Volume:31
Issue/Number:1
Appears in Collections: Volume 31, No. 1


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