Volume 36, No. 1 Effectiveness of a multimodal approach during online reading strategy instruction

Effectiveness of a multimodal approach during online reading strategy instruction

Repository record updated on:
July 2, 2024, 1:24 p.m.
Database record updated on:
July 2, 2024, 11:43 p.m.
Last Harvested on:
July 2, 2024, 11:43 p.m.
bitstream:
['https://scholarspace.manoa.hawaii.edu/bitstreams/d77b9c3e-36ef-462e-93e3-2c4a68c365e6/download']
bitstream_extra:
None
bitstream_txt:
['https://scholarspace.manoa.hawaii.edu/bitstreams/5fa57abe-9fb1-4c5d-b8f7-48ad3f093648/download']
collection:
Volume 36, No. 1
contributor.author:
Oshima, Sachi
date.accessioned:
2024-03-04T22:21:49Z
date.available:
2024-03-04T22:21:49Z
date.copyright:
2024
date.issued:
2024-03-05
description.abstract:
The 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.
endingpage:
20
format.extent:
20
identifier.citation:
Oshima, 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
identifier.issn:
1539-0578
identifier.uri:
https://hdl.handle.net/10125/67457
language:
eng
number:
1
publicationname:
Reading in a Foreign Language
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights.license:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/rfl/item/592
startingpage:
1
subject:
reading 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
title:
Effectiveness of a multimodal approach during online reading strategy instruction
type:
Article Text
volume:
36