Impacto de la multimodalidad en la comprensión lectora de textos narrativos  en inglés como lengua extranjera (L2) en estudiantes universitarios

Fernando Vera Millalén

doi:10.18172/con.2608

Authors

Fernando Vera Millalén Universidad de Aconcagua (Chile)

DOI:

https://doi.org/10.18172/con.2608

Keywords:

Foreign language learning, multimodality, narrative texts, reading comprehension.

Abstract

This research seeks to compare the effect that monomodal and multimodal tests have on the reading comprehension level of English-written narrative texts that EFL learners achieve at a private Chilean university. For this purpose, a quasi-experiment was performed, using a monomodal reading comprehension test and another multimodal one, with intact groups. The experimental group took the multimodal format test, while the control group took the monomodal format test. The interest of this research focused on the need to integrate multimodal texts in L2 reading comprehension. The results endorse the hypothesis that students reach higher comprehension levels in multimodal reading comprehension tests.

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Author Biography

Fernando Vera Millalén, Universidad de Aconcagua (Chile)

Doctor en Educación, Director Sello Institucional, Vicerrectoría Académica, Universidad de Aconcagua

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