Using Instructional Scaffolding and Multimodal Texts to Enhance Reading Comprehension: Perceptions and Attitudes of EFL Students
Abstract
This study investigates the perceptions and attitudes of English as a Foreign Language (EFL) students towards using instructional scaffolding and visual texts to enhance reading comprehension. The theoretical framework of this study is underpinned by the notions of scaffolding and multiliteracies. Thirty-four EFL undergraduate students studying an Informational Technology major at a Thai university were selected to participate using a purposive sampling method. During the study interventions, the researcher conducted three stages of reading activities (pre-reading, while reading, and post-reading) using instructional scaffolding techniques and multimodal texts. The findings of this study revealed that most EFL students perceived the teacher’s instructions and multimodal texts such as visual texts, photos, images, and pictures to enhance their reading comprehension. In addition, this study found that the EFL students believed their positive attitudes towards using multimodal texts and learning to read with peers can assist with reading comprehension. Thus, the pedagogical implications of the results of this study are that EFL teachers should be aware of the advantages of multimodal literacies in the digital era for developing student reading comprehension.
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