Effectiveness of a multimodal approach during online reading strategy instruction

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dc.contributor.authorOshima, Sachi
dc.date.accessioned2024-03-04T22:21:49Z
dc.date.available2024-03-04T22:21:49Z
dc.date.copyright2024
dc.date.issued2024-03-05
dc.description.abstractThe purpose of this study was to examine the effectiveness of a multimodal approach in which an additional camera was used to deliver online explicit reading strategy instruction. Targeting 20 Japanese beginner-level EFL college students taking online Zoom lessons during one academic semester, two research questions were investigated: (a) To what extent does online reading strategy training using a camera to show the teacher’s pointing gestures enhance beginner-level students’ comprehension of written texts?; and (b) How do beginner-level students perceive the teacher’s online reading strategy training? The results showed that the multimodal explicit strategy instruction increased students’ attentional focus, encouraged them to use target reading strategies, and facilitated their understanding of the reading texts. The students’ responses to a self-reflection questionnaire and interviews showed that their perceptions of this online reading strategy instruction were positive. Further, they reported that their ability to comprehend English texts improved over the length of the course.
dc.format.extent20
dc.identifier.citationOshima, S. (2024). Effectiveness of a multimodal approach during online reading strategy instruction. Reading in a Foreign Language, 36(1). 1-20. https://hdl.handle.net/10125/67457
dc.identifier.issn1539-0578
dc.identifier.urihttps://hdl.handle.net/10125/67457
dc.languageeng
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.rights.licenseCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectreading strategy instruction, multimodal approach, online reading instruction, online EFL reading instruction, online foreign language instruction, beginner-level foreign language learners, online course evaluation, online learner perceptions, COVID-19 instruction
dc.titleEffectiveness of a multimodal approach during online reading strategy instruction
dc.typeArticle
dcterms.typeText
prism.endingpage20
prism.number1
prism.publicationnameReading in a Foreign Language
prism.startingpage1
prism.volume36

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