Exploring Multimodal Literacy Instruction on Reading Comprehension and Abilities in Critical Thinking of College Students

Abstract

This study investigated the effects of multimodal literacy instruction on reading comprehension and the critical thinking abilities of college students. To explore reading comprehension and abilities in critical thinking, college students were chosen through a convenience sampling method and assessed with a survey questionnaire. The findings revealed a predominance of high levels of critical thinking skills in college students using multimodal literacy instruction in terms of complex problem analysis, perspectives on issues or topics, identification of logically faulty arguments, innovative solutions to problems, real-life situations, and overall level. Furthermore, the student performance of college students in critical thinking skills shows a majority of failure, aligning with related research highlighting the challenges in improving critical reading abilities. It was observed that these college students demonstrate a noteworthy proficiency in critical thinking within the context of multimodal literacy instruction.