AN ENGLISH READING COMPREHENSION MODULE INCORPORATING MULTIMODAL LEARNING FOR TEACHING NON-ENGLISH MAJORS IN CHINA.
Despite the recognized importance of reading, current pedagogical approaches for teaching non-English majors often fail to develop the multiliteracy skills required in a modern digital world. To address this gap, this study developed and evaluated an English reading comprehension module incorporatin...
| Publicado en: | Scientific Culture Vol. 12; no. 2, Part 1; pp. 2302 - 2314 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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University of the Aegean
2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=191995882&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 191995882 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 24080071 I6HU jtl: Scientific Culture issn: 24080071 maglogo: N pubinfo: dt: 2026 vid: 12 iid: 2, Part 1 pid: 47715 pub: University of the Aegean artinfo: ui: 191995882 10.5281/zenodo.122.126179 ppf: 2302 ppct: 12 formats: tig: atl: AN ENGLISH READING COMPREHENSION MODULE INCORPORATING MULTIMODAL LEARNING FOR TEACHING NON-ENGLISH MAJORS IN CHINA. aug: au: Deng, Sha Lin, Siew Eng Deng, Yanzhen Liu, Dongjing affil: Education Department, Faculty of Social Sciences & Liberal Arts, UCSI University, Kuala Lumpur 56000, Malaysia, Email:. College of Foreign Studies, Guilin University of Electronic Technology, Guilin 541004, Guangxi, China. College of International Exchange, Guilin University of Electronic Technology, Guilin 541004, Guangxi, China,. School of Mechanical and Electrical Engineering, Guilin University of Electronic Technology, Guilin 541004, Guangxi, China. su: Reading comprehension Educational technology Teaching methods Critical literacy Higher education Inferential statistics Limited English-proficient students China sug: subj: China Reading comprehension Educational technology Teaching methods Critical literacy Higher education Inferential statistics Limited English-proficient students keyword: English Reading Comprehension Module Higher Education Multimodal Learning Reading Comprehension ab: Despite the recognized importance of reading, current pedagogical approaches for teaching non-English majors often fail to develop the multiliteracy skills required in a modern digital world. To address this gap, this study developed and evaluated an English reading comprehension module incorporating multimodal learning (MML English reading comprehension module). A mixed-methods design was employed, involving 238 non-English majors enrolled in a College English Course at a public university in Southwest China. Data were collected through a pretest, 7 units of in-class exercises, a posttest, and open-ended interviews. Quantitative results illustrated that the reading comprehension module led to a statistically significant improvement in students’ performance across literal comprehension, reorganization comprehension, and inferential comprehension competence. Qualitative analysis of interview data revealed that the use of diversified modes of resources, such as video, charts, and music, offered supportive scaffolds, enhanced students’ engagement, and facilitated their deeper textual comprehension. The findings offer empirically grounded strategies for integrating multimodal resources and technology into teaching curricula, providing valuable insights for teachers and curriculum developers seeking to foster critical multiliteracy skills in higher education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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