EXPLORING THE MULTIMODAL APPROACH: THE EXPERIENCE OF EFL STUDENTS IN READING CLASS

Abstract

Examining the multimodal approach to lengthy reading through the eyes of EFL students is the focus of this study. To better explain the multimodal approach to lengthy reading to EFL students, the authors employ a multimodal framework. Since their reading course requires them to read extensively and because extensive reading incorporates a multimodal approach, their personal experiences are used to define these themes in the report. A total of fifteen students are asked to join the interview about their experiences in reading class. The interview was then analyzed thematically. Proof of the vital position of a multimodal approach in prolonged reading requires their sharing about experiences of this approach. The analysis and interpretation of their responses are then tailored to align with the goal of this research. Based on the results, authors conclude that the students’ experience were on the level of reading based on the length of the story; reading selection and variety, and quantity of reading selection.