Students and Teacher’s Views on a Multimodal Approach to English Reading Skill Development of Thai EFI Students in a University Context


ผศ.ดร.กษมา สุวรรณรักษ์, นายไพศาล เพ็งสวย


The New English Teacher


This study aims to explore the NPRU students’ views on how English reading skills were taught through the use of a traditional teaching approach, investigate the NPRU students’ views on how the teacher teaches English reading skills through the use of a multimodal approach, and find out what the NPRU students and the teacher have experienced from the use of the two different approaches. The results from the use of questionnaire surveys and semi-structured interviews show that most students felt very uncomfortable with the use of the traditional approach which mainly used only texts from textbooks while most of them enjoyed the use of multimodal approach. The major differences between the use of traditional and multimodal approaches were that the teacher used a variety of teaching materials to teach English reading such as pictures, sounds, and video clips. The students were encouraged by those modes which motivated them to learn English reading. Likewise, the teacher showed his favorable ideas that it was very easy to encourage and motivate students with the use of dynamic teaching materials instead of using the only one mode of teaching material. Some students who had low reading abilities showed their views that they liked the teacher to use a traditional approach while those who had high reading abilities felt that a traditional approach was boring and they needed the teacher to use a lot of teaching materials to motivate, encourage, and inspire them to learn and read more by themselves and they believed that the multimodal approach could help them develop their reading abilities. Implications which could be useful to develop Thai EFL students’ reading skills are suggested.

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