Students and Teacher’s Views on a Multimodal Approach to English Reading Skill Development of Thai EFL Students in a University Context
Main Article Content
Abstract
This study aimed to explore the students’ views from Nakhon Pathom Rajabhat University (NPRU) on how the teacher taught English reading skills through a traditional teaching approach and a multimodal approach, and to understand what the teacher has experienced from the use of the two approaches. The study employed mixed methods for data collection – questionnaire survey and semi-structured interview. The findings revealed that most of the students felt very uncomfortable when learning English reading through the traditional teaching approach and became more engaged in the multimodal approach. Accordingly, the teacher was more favorable towards the benefits of using the multimodal approach to teaching English reading as the students were more motivated. Students with less reading proficiency preferred to learn English through the traditional approach. On the contrary, those with more reading proficiency revealed that the approach was not interesting and they expected to see the teacher teach actively with a variety of teaching materials because they could significantly support and increase their learning achievement. Research implications drawn from the findings could be contributed to a combination of the two approaches integrated in the teaching and learning of EFL reading in Thai university contexts.
Article Details
References
Archer, A. (2006). A multimodal approach to academic "literacies": Problematising the visual/verbal divide. Language and Education, 20(6), 449-462. doi:10.2167/le677.0
Ashman, G. (2016). 8 reasons to ditch traditional teaching methods. Retrieved from https://gregashman.wordpress.com/2016/08/05/8-reasons-to-ditch-traditional-teaching-methods/
Bahareh, B., & Narjes, G. (2015). The impact of multimodal texts on reading achievement: A study of Iranian secondary school learners. International Journal of Applied Linguistics and English Literature, 4(4), 161-170. doi:10.7575/aiac.ijalel.v.4n.4p.161
Bao, X. (2017). Application of multimodality to teaching reading. English Language and Literature Studies, 7(3), 78-84. doi:10.5539/ells.v7n3p78
Boumova, V. (2008). Traditional vs. modern teaching methods: Advantages and disadvantages of each. (Master's thesis), Masaryk University, Czech Republic.
Chandavimol, M. (1998). Reading comprehension: An active engagement or a passive experience? PASAA, 28(December), 31-42.
Chen, G., & Fu, X. (2003). Effects of multimodal information on learning performance and judgement of learning. Journal of Educational Computing Research, 29(3), 349-362. doi:10.2190/J54F-B24D-THN7-H9PH
Creswell, J. W. (2015). A concise introduction to mixed methods research. Los Angeles: SAGE.
Crystal, D. (2003). English as a global language. Cambridge, UK: Cambridge University Press.
Ganapathy, M. (2016). The effects of using multimodal approaches in meaning-making of 21st century literacy texts among ESL students in a private school in Malaysia. Advances in Language and Literary Studies, 7(2), 143-155. doi:10.7575/aiac.alls.v.7n.2p.143
Homtaintong, J. (2016, April 6). Mayakati "Kon Thai Arn Nungsua Noy"perd ngan wijai sib pee yon lung mai pob khor moon "Arn Khae Pee La Paed Buntud". Thaipublica. Retrieved from https://thaipublica.org/2016/04/print-10/#
Jewitt, C. (2014). The routledge handbook of multimodal analysis. New York: Routledge.
Lauer, C. (2009). Contending with terms: "Multimodal and Multimedia" in the academic and public spheres. Computer and Composition, 26(4), 255-239. doi: 10.1016/j.compcom.2009.09.001
Lee, H.-C. (2014). Using an arts-integrated multimodal approach to promote English learning: A case study of two Taiwanese junior college students. English Teaching: Practice and Critique, 13(2), 55-75.
Li, Y. W. (2016). Transforming conventional teaching classroom to learner-centred teaching classroom using multimedia-mediated learning module. International Journal of Information and Education Technology, 6(2), 105-112. doi:10.7763/ijiet.2016.v6.667
Lirola, M. M. (2016). The importance of promoting multimodal teaching in the foreign language classroom for the acquisition of social competences: Practical examples. Language Learning And Teaching, 3(Special), 77-88. doi:10.21071/ij21ce.v3iSpecial.5709
Malini, G., & Saundravalli, A. P. S. (2016). The effects of using multimodal approaches in meaning-making of 21st century literacy texts among ESL students in a private school in Malaysia. Advances in Language and Literary Studies, 7(2), 143-155. doi:10.7575/aiac.alls.v.7n.2p.143
Martinec, R., & Salway, A. (2005). A system for image-text relations in new (and old) media. Visual Communication, 4(3), 337-371. doi:10.1177/1470357205055928
Mills, K. A., & Unsworth, L. (2017). Multimodal literacy. In George W. Noblit (Ed.), Oxford Research Encyclopedia of Education. Retrieved from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-232
Nita, R., & Ridha, I. (2017). Teaching reading comprehension by using K.W.L graphic organizer technique to the eighth grade students of junior high school of Bina Jaya Palembang. English Community Journal, 1(2), 101-108.
Perez, M. C. C., Manalo, R. J. C., Dematoque, L. L. L., Esteban, L. D., Buajaroen, H., & Portangtam, D. (2018). Enhancing the reading comprehension skills by using the reading strategies instruction approach for first year nursing program students. Paper presented at the The 10th NPRU National Academic Conference, Nakhon Pathom Rajabhat University, Thailand. https://publication.npru.ac.th/jspui/handle/123456789/132
Royce, T. (2007). Intersemiotic complementarity: A framework for multimodal discourse analysis. In T. Royce & W. Bowcher (Eds.), New Directions in the Analysis of Multimodal Discourse, Mahwah (pp. 63-109). New York: Routledge.
Soonthornmanee, R. (2002). The effect of the reciprocal teaching approach on the reading comprehension of EFL students. RELC Journal, 33(2), 125-141. doi:10.1177/003368820203300206
Yimwilai, S., & Phusri, N. (2015). The effectiveness of a multimodal approach in improving English reading abilities of EFL students. Western Languages, 10(2), 300-332.
Yoosabai, Y. (2009). The effects of reciprocal teaching on English reading comprehension in a Thai high-school classroom (Doctoral dissertation), Srinakharinwirot University, Bangkok.