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

dc.contributor.authorVaraporn, Savika
dc.contributor.authorSitthitikul, Pragasit
dc.date.accessioned2020-05-22T02:29:24Z
dc.date.available2020-05-22T02:29:24Z
dc.date.issued2019-04
dc.description.abstractThis 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.
dc.identifier.doi10125/66751
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66751
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectcritical reading
dc.subjectEnglish as a foreign language (EFL) reading
dc.subjectLearning by Design
dc.subjectmultiliteracies
dc.subjectmultimodality in English language teaching
dc.subjectmultimodal tasks
dc.titleEffects of multimodal tasks on students’ critical reading ability and perceptions
dc.typeArticle
dc.type.dcmiText
local.rfl.topicMethods and Materials
prism.endingpage108
prism.number1
prism.startingpage81
prism.volume31

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