The Practice and Evaluation of Multimodal Teaching Method in English Reading in Senior High School
DOI:
https://doi.org/10.64229/9j8x8w45Keywords:
Multimodal Teaching Method, English Reading, Practice and EvaluationAbstract
At present, the development of education advocates the integration of teaching and evaluation throughout the entire learning process. This is conducive to the comprehensive and personalized development of students, and the continuous improvement of instructors' teaching level. On the other hand, with the advancement of technology and the ongoing development of society, the integration of education with technology represents the future trend of educational development. As for English examination, reading is an indispensable part of English learning but for high school students, English reading can be perceived as monotonous due to the abundance of unfamiliar vocabulary, lengthy and complex sentences, paragraphs, unfamiliar discourse background knowledge, and unappealing topic content, all of which can diminish students' enthusiasm for learning. The multimodal teaching method is beneficial for solving the difficulties in high school English reading. With so many benefits, this teaching method inspires the author to think deeply about it. All these motivate the author to study more about it with the real classroom experience.
References
[1]Ham V. Participant-directed evaluation: Using teachers’ own inquiries to evaluate professional development in technology integration. J. Digit. Learn. Teach. Educ. 2010, 27, 22-29.
[2]Ansyari MF. Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms. Australas. J. Educ. Technol. 2015, 31.
[3]Nevo D. The conceptualisation of educational evaluation: An analytical review of the literature. In New Directions in Educational Evaluation; House E, Ed.; Palmer: London, UK & Philadelphia, PA, USA, 1989; pp. 1-30.
[4]Monyatsi P, Steyn T, Kamper G. Teacher perceptions of the effectiveness of teacher appraisal in Botswana. S. Afr. J. Educ. 2006, 26, 427-441.
[5]Tuytens M, Devos G, Vanblaere B. An integral perspective on teacher evaluation: A review of empirical studies. Educ. Assess. Eval. Account. 2020, 32, 153-183.
[6]Barile JP, Donohue DK, Anthony ER, Baker AM, Weaver SR, Henrich CC. Teacher-student relationship climate and school outcomes: Implications for educational policy initiatives. J. Youth Adolesc. 2012, 41, 256-267.
[7]Kress G, van Leeuwen T. Multimodal Discourse: The Modes and Media of Contemporary Communication; Edward Arnold: London, UK, 2001; pp. 1-208.
[8]New London Group. A pedagogy of multiliteracies: Designing social futures. Harv. Educ. Rev. 1996, 66, 1-30.
[9]Li ZZ. Social semiotic approach to multimodal discourse. Foreign Lang. Res. 2003, 5, 1-8.
[10]Mayer RE. Multimedia Learning, 2nd ed.; Cambridge University Press: Cambridge, UK, 2009; pp. 1-320.
[11]Chan C, Chia A, Choo S. Understanding multiliteracies and assessing multimodal texts in the English curriculum. Engl. Teach. 2017, 46, 2.
[12]K Schüler A, Gerjets P, Huk T, Hesse FW. Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Comput. Hum. Behav. 2014, 31, 73-84. https://doi.org/10.1016/j.chb.2013.09.022
[13]Magsoudi N, Golshan M, Naeimi A. Integrating digital multimodal composition into EFL writing instruction. J. Lang. Educ. 2022, 8, 84-99.
[14]Scheiter K, Schubert C, Schüler A. Self-regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia. Br. J. Educ. Psychol. 2017, 88, 80-94. https://doi.org/10.1111/bjep.12175
[15]Halliday MAK. An Introduction to Functional Grammar, 2nd ed.; Edward Arnold: London, UK, 1985; pp. 1-398.
[16]Hodge R, Kress G. Social Semiotics; Polity Press: Cambridge, UK, 1988; pp. 1-250.
[17]Li G, Xiang L, Yu Z, Li H. Intelligent evaluation of teaching based on multi-networks integration. Int. J. Cogn. Comput. Eng. 2020, 1, 9-17.
[18]Jun S. A study of business English writing multimodal teaching. Stud. Lit. Lang. 2017, 15, 10-18.
[19]Sanders J, Albers P. Multimodal literacies: An introduction. In Literacies, the Arts, and Multimodality; Sanders J, Albers P, Eds.; Routledge: New York, NY, USA, 2010; pp. 1-26.
[20]Perrault AH, Gregory VL, Carey JO. The integration of assessment of student learning outcomes with teaching effectiveness. J. Educ. Libr. Inf. Sci. 2002, 43, 270-282.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Wansi Luo (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
