ABSTRACT:
This study investigated the effects of multimodal literacy instruction on reading comprehension and the critical thinking abilities of college students. To explore reading comprehension and abilities in critical thinking, college students were chosen through a convenience sampling method and assessed with a survey questionnaire. The findings revealed a predominance of high levels of critical thinking skills in college students using multimodal literacy instruction in terms of complex problem analysis, perspectives on issues or topics, identification of logically faulty arguments, innovative solutions to problems, real-life situations, and overall level. Furthermore, the student performance of college students in critical thinking skills shows a majority of failure, aligning with related research highlighting the challenges in improving critical reading abilities. It was observed that these college students demonstrate a noteworthy proficiency in critical thinking within the context of multimodal literacy instruction.
Cite this article:
Mc Evander M. Fajutagana. Exploring Multimodal Literacy Instruction on Reading Comprehension and Abilities in Critical Thinking of College Students. Research Journal of Humanities and Social Sciences. 2024;15(3):175-9. doi: 10.52711/2321-5828.2024.00026
Cite(Electronic):
Mc Evander M. Fajutagana. Exploring Multimodal Literacy Instruction on Reading Comprehension and Abilities in Critical Thinking of College Students. Research Journal of Humanities and Social Sciences. 2024;15(3):175-9. doi: 10.52711/2321-5828.2024.00026 Available on: https://rjhssonline.com/AbstractView.aspx?PID=2024-15-3-1
REFERENCES:
1. The New London Group. A teaching approach focusing on multiliteracies: Shaping Future Societies. Published in the Harvard Educational Review. 1996; 66(1): 60-93.
2. Jewitt, C. (2008). "Technology, Literacy and Learning: A Multimodal Approach" is a publication by Routledge in London focusing on the integration of technology, literacy, and learning through various modes of communication.
3. Kress, G. (2003). "Literacy in the New Media Age" is a book by Routledge in London that examines literacy within the context of contemporary media.
4. Kress, G, van Leeuwen, T. (2001). "Multimodal Discourse: The Modes and Media of Contemporary Communication" is a publication by Edward Arnold in London that explores the various modes and media utilized in modern communication.
5. Prensky, M. "Digital Natives, Digital Immigrants Part 1" is an article published in On the Horizon. 2001; 9(5): 1-6. It can be accessed at http://www.emeraldinsight.com/doi/pdfplus/10.1108/ 10748120110424816.
6. Prensky, M. (2005). "Teaching Digital Natives: Collaborating for Genuine Learning" can be accessed at http://marcprensky.com/wp-content/uploads/2013/04/Prensky teaching_digital_natives-Introduction1.pdf.
7. Siegal, M. Is it Time for a New Era in Multimodality? Addressing the Challenges of the Accountability Culture. This article is available in the Journal of Adolescent and Adult Literacy. 2012; 55(8): 671-681, and can be accessed at http:// onlinelibrary.wiley.com/doi/10.1002/JAAL.00082/pdf.
8. Daniels, H. (2001). The intersection of Vygotsky's theories with teaching methods is explored in the book "Vygotsky and Pedagogy," published by Routledge/Falmer in New York.
9. Serafini, F. Ways to Interpret: Cultivating Students’ Interpretive Skills. Published in Language and Literacy. 2015; 17(3): 118-133.
10. Albers, P. Exploring the potential in designing multimodal curricula. This was published in English Education. 2006; 38(2): 75-101.
11. Haren, R. The article titled "Engaging learner diversity through Learning by Design" was published in E-Learning and Digital Media. 2010; 7(3): 258-271. It can be accessed at http:// dx.doi.org/10.2304/elea.2010.7.3.258.
12. Vaarala, H., and Jalkanen, J. Shifting Environments, Broadening Perspectives: Moving Towards Second Language Literacies in a Multimodal Reading Comprehension Program. Published in the Language Value Journal. 2010; 2(1): 68–99.
13. Razaghi, S. J. R et al. Critical analysis of text. Published in the Journal of Basic and Applied Scientific Research. 2011; 1(9): 1173-1176.
14. Kucukoglu, H. (2011). Ways to enhance critical reading practices in ELT/EFL classrooms. Presented at the 1st International Conference on Foreign Language Teaching and Applied Linguistics, pages 620-629.
15. Cope, B., and Kalantzis, M. (2015). A teaching approach focused on multiliteracies, titled "Learning by Design," published by Palgrave Macmillan in the United States.
16. Tangpinijkarn, M. (2015). Impact of Literature-Based Critical Reading Instruction on Critical Reading Skills of High School Students (Master's thesis). Conducted at Chulalongkorn University, Bangkok, Thailand.
17. Srisirasasipon, R. (2014). The impact of a research-centered learning method combined with self-evaluation on improving the critical reading abilities of high school students is the subject of this doctoral dissertation. It was conducted at Chulalongkorn University in Bangkok, Thailand.
18. Thonglon, K. and R. Sroinam (2014). Enhancing English Critical Reading Skills through the KWLH PLUS Technique among Grade 6 Students. Presented at the Graduate Research Conference, Khon Kaen University, Thailand.
19. Srisud, W. A suggested interactive e-book format for tablets employing the SQ3R technique to cultivate English critical reading skills among primary school students. Published in the Online Journal of Education (OJED). 2013; 8(1); 54-67.
20. Uaei-chimplee, A. (2007). The Impact of English Reading Instruction Utilizing the Reader Response Approach on the Critical Reading and Critical Thinking Skills of High School Students (Master's thesis). Conducted at Chulalongkorn University, Bangkok, Thailand.
21. Wannakhao, S. Utilizing Metacognitive Techniques to Instruct Critical English Reading to Undergraduate Students at Rajamangala University of Technology I-san Sakhon Nakon Campus. Published in the Journal of Education. 2006; 29(3): 64-74.
22. Boonplong, C. (1998). The creation of a model for computer-assisted instruction aimed at teaching critical reading to lower secondary school students is the subject of this doctoral dissertation. It was undertaken at Chulalongkorn University in Bangkok, Thailand, but has not yet been published.
23. Lekvilai. S. (1996). The creation of an instructional framework for critical reading via language learning tactics, employing cooperative learning principles for lower secondary school students, is the focus of this doctoral dissertation. This research was conducted at Chulalongkorn University in Bangkok, Thailand, but has not yet been published.
24. Rowsell, J., and Walsh, M. Reconsidering Literacy Instruction in Contemporary Contexts: Multimodal Approaches, Multiliteracies, and Emerging Literacies. Published in Brock Education.2011; 21(1): 53-62.
25. Alqatanani, A. K. Can multiple intelligences enhance critical reading skills among EFL students? This study was published in the Arab World English Journal (AWEJ). 2011; 8(1): 309-321.
26. Lee, H. C. Employing an arts-integrated multimodal strategy to foster English acquisition: A case examination of two Taiwanese junior college students. This study is published in English Teaching. 2014; 13: 55-75.