Exploring attitudes towards reading through a multimodal approach: Students’ conative attitudes perspective

Mega Mulianing Maharani, Sri Wuli Fitriati, Abdurrachman Faridi, Dwi Rukmini

Abstract


There has to be a new way of thinking about reading in this technological age. This approach is called a multimodal approach. It is an approach that contributes to several modes in the reading sources. To explore students' attitudes towards reading through a multimodal approach in terms of their conative attitudes’ perception, this study employs this approach. This study used a descriptive quantitative method to fulfill the purpose. Fifteen students were purposively selected as the sample. They had the same characteristics, such as having completed the previous reading class. Ten steps were involved in conducting the study. The data were collected using a closed-ended questionnaire. A statistical analysis using SPSS was performed on the collected data. According to the numbers, four out of the eight categories are significantly high, accounting for 46.7%. It can be concluded that students have a pleasant impression. The statements made by the students demonstrate that they remained focused on reading through the channel informed by the teacher, participated in class, avoided procrastination with classmates, and engaged in reading. It can be concluded that based on the quantitative data, the students’ conative attitude perception towards the implementation of the multimodal approach in their reading class is positive.  


Keywords


conative attitudes; multimodal approach; multimodal texts; reading comprehension

Full Text:

PDF

References


Akhmetova, A., & Imambayeva, G. (2022). A study of reading attitude and reading achievement among young learners in middle school. Heliyon. 79–80. https://doi.org/10.1016/j.heliyon.2022.e09946

Al-Jarf, R. (2024). Multimodal teaching and learning in the EFL college classroom. Journal of English Language Teaching and Applied Linguistics, 6(4), 68–75. https://doi.org/10.32996/jeltal.2024.6.4.7

Beege, M., Ninaus, M., Schneider, S., Nebel, S., Schlemmel, J., Weidenmüller, J., Moeller, K., & Rey, G. D. (2020). Investigating the effects of beat and deictic gestures of a lecturer in educational videos. Computers and Education, 156, 103955. https://doi.org/10.1016/j.compedu.2020.103955

Bussert-Webb, K., & Zhang, Z. (2016). Reading attitudes of Texas high school Students. Reading Psychology, 37(3), 424–448. https://doi.org/10.1080/02702711.2015.1059396

Eijansantos, A. M., Alieto, E. O., Morgia, J. dela R., & Ricohermoso, C. D. R. (2020). Print-based texts or digitized versions: An attitudinal investigation among senior high school students. Asian EFL Journal, 27(2), 308–339. https://doi.org/10.2139/ssrn.3615800

Eutsler, L., & Trotter, J. (2020). Print or iPad? Young children’s text type shared reading preference and behaviors in comparison to parent predictions and at-home practices. Literacy Research and Instruction, 59(4), 324–345. https://doi.org/10.1080/19388071.2020.1777229

Festl, R. (2021). Social media literacy & adolescent social online behavior in Germany. Journal of Children and Media, 15(2), 249–271. https://doi.org/10.1080/17482798.2020.1770110

Freyn, A. L. (2017). Effects of a multimodal approach on ESL / EFL university students’ attitudes towards poetry. 8(8), 80–83. https://files.eric.ed.gov/fulltext/EJ1139053.pdf

Habtie, M. G. (2022). Students’ attitude towards reading and its associated factors in Samara university, North East Ethiopia. Higher Education Research, 7(1), 23. https://doi.org/10.11648/j.her.20220701.14

Hendrawaty, N., Sakhiyya, Z., & Wahyuni, S. (2022). The multimodal approach in English language teaching: A systematic review. https://proceeding.unnes.ac.id/icoella/article/view/3712

Isakson, R. L., Isakson, M. B., Plummer, K. J., & Chapman, S. B. (2016). Development and validation of the isakson survey of academic reading attitudes (ISARA). Journal of College Reading and Learning, 46(2), 113–138. https://doi.org/10.1080/10790195.2016.1141667

Jeong, Y. J., & Gweon, G. (2021). Advantages of print reading over screen reading: A comparison of visual patterns, reading performance, and reading attitudes across paper, computers, and tablets. International Journal of Human-Computer Interaction, 37(17), 1674–1684. https://doi.org/10.1080/10447318.2021.1908668

Jewitt, C. (2013). Learning and communication in digital multimodal landscapes. In Professorial Lecture Series. http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=644122&site=ehost-live&scope=site

Kaowiwattanakul, S. (2024). Voices from the EFL literature classroot: students’ attitudes towards the use of multimodal literature to improve Their CEFR literary reading competence at C1 level. Theory and Practice in Language Studies, 14(9), 2889–2899. https://doi.org/10.17507/tpls.1409.24

Karatza, S. (2022). The “Multimodal literacy in the EFL classroom” Workshop as a design for learning. Designs for Learning, 14(1), 112–128. https://doi.org/10.16993/dfl.188

Kim, H. (2016). The relationships between Korean university students’ reading attitude, reading strategy use, and reading proficiency. Reading Psychology, 37(8), 1162–1195. https://doi.org/10.1080/02702711.2016.1193581

Kress, G. (2000). Multimodality: challenges to thinking about language. TESOL Quarterly, 34(2), 337. https://doi.org/10.2307/3587959

Liao, H.-C., & Wang, Y.-H. (2018). Using comprehension strategies for students’ self-efficacy, anxiety, and proficiency in reading English as a foreign language. Social Behavior and Personality: An International Journal, 46(3), 447–458. https://doi.org/10.2224/sbp.6648

Maharani, M. M., Fitriati, S. W., Faridi, A., Rukmini, D., & Haryanti, R. D. (2024). Exploring the multimodal approach: The experience of EFL students in reading class. Proceedings of UNNES-TEFLIN National Conference, Vol.6 (2024). https://proceeding.unnes.ac.id/utnc/article/view/4052

Oyama-Mercer, R. (2019). Reading as designing: A multimodal approach to literary texts. Punctum International Journal of Semiotics, 5(1), 203–215. https://doi.org/10.18680/hss.2019.0012

Öztürk, M., Akkan, Y., & Kaplan, A. (2020). Reading comprehension, mathematics self-efficacy perception, and mathematics attitude as correlates of students’ non-routine mathematics problem-solving skills in Turkey. International Journal of Mathematical Education in Science and Technology, 51(7), 1042–1058. https://doi.org/10.1080/0020739X.2019.1648893

Puspitasari, D., Fitriati, S. W., & Rustipa, K. (2025). Integrating moral values into EFL learning through a multimodal project : A Case Study. Educational Process: International Journal, 14, e2025077. https://doi.org/10.22521/edupij.2025.14.77

Qin, Y., & Wang, P. (2021). How EFL teachers engage students: A multimodal analysis of pedagogic discourse during classroom lead-Ins. Frontiers in Psychology, 12(December). https://doi.org/10.3389/fpsyg.2021.793495

Rahmanu, I. W. E. D., & Molnár, G. (2024). Multimodal immersion in English language learning in higher education: A systematic review. Heliyon, 10(19). https://doi.org/10.1016/j.heliyon.2024.e38357

Ruck, J. (2022). Elementary-level learners’ engagement with multimodal resources in two audio-visual genres. Language Learning Journal, 50(3), 328–343. https://doi.org/10.1080/09571736.2020.1752291

Safitri, N. T., & Mardiah, R. (2023). Indonesian conference series of applied linguistics: academic reading attitudes of underdraduate English language learners Indonesian Conference Series of Applied Linguistics. 1(1), 55–61. https://conaplin.upi.edu/file/download/20220916_15_Conaplin_Program_Book.pdf

Thuy, N. T. T. (2020). Metacognitive awareness of using reading strategies by tesol postgraduates intakes 11 and 12 at ho chi minh city open university. Theory and Practice in Language Studies, 10(2), 157–167. https://doi.org/10.17507/tpls.1002.03

Ulu, H. (2022). Examining the relationships between the attitudes towards reading and reading habits, metacognitive awarenesses of reading strategies and critical thinking tendencies of pre-service teachers. International Journal of Contemporary Educational Research, 6(1), 169–182. https://doi.org/10.33200/ijcer.549319

Varaporn, S., & Sitthitikul, P. (2019). Effects of multimodal tasks on students’ critical reading ability and perceptions. Reading in a Foreign Language, 31(1), 81–108. https://doi.org/10.10125/66751

Wei, C. C., & Ma, M. Y. (2017). Influences of visual attention and reading time on children and adults. Reading and Writing Quarterly, 33(2), 97–108. https://doi.org/10.1080/10573569.2015.1092100

Yapp, D., de Graaff, R., & van den Bergh, H. (2023). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 27(6), 1456–1479. https://doi.org/10.1177/1362168820985236




DOI: http://dx.doi.org/10.30659/e.10.2.395-409

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Mega Mulianing Maharani, S.Pd., M.Pd.

License URL: https://creativecommons.org/licenses/by/4.0/