The Use of Multimodal Text in Enhancing Students’ Reading Habit

Azlina Abdul Aziz,Nur Athirah Jamil

doi:10.47405/mjssh.v6i9.977

Azlina Abdul Aziz, Nur Athirah Jamil

Open Access

https://doi.org/10.47405/mjssh.v6i9.977

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Abstract

Reading habit is a fundamental skill that is necessary for every student's life. However, Malaysia is far from a culture of reading. Therefore, to step forward to a world that enjoys reading, everyone needs to spread good reading habits as soon as possible. Thus, this conceptual paper provides a literature review that is relevant to students' reading habits by using multimodal text. Additionally, it explores reading habits, the importance of reading, multimodal text as instructional material, and the advantages of using multimodal text to improve students' reading habits. By identifying some advantages of using multimodal text in improving students' reading habits, such as making the learning environment more interesting and productive, encouraging more on reading habits and motivate students to read texts with passion. Thus, teachers should be encouraged to develop their own multimodal text to be used in the ESL classroom.

Highlights

As the world expands globally, so does the language
The findings found that the advantages of using multimodal text as English learning materials can increase learners' motivation, provide new experiences, provide instructional content, provide cultural diversity information, improve comprehension skills, and ensure material authenticity (Hanif & Wiedarti, 2021)
By using multimodal text for language learning, it may encourage students to learn by listening and www.msocialsciences.com responding to what the teachers have said, told and given in the classroom but to take their own initiative in reading what they are learning to develop their own understanding of the lesson

Summary

Introduction

As the world expands globally, so does the language. English language learning and teaching is becoming increasingly important in many growing countries such as Japan, Canada and France, where English is taught as a foreign language (Kubota & McKay, 2009). Aware of the language's importance in Malaysia and globally, the Malaysian government was officially introduced the Common European Framework of Reference (CEFR) through the Malaysian Education Blueprint 2013-2025 When it comes in learning the foreign language, learners need to master for types of skills which are listening, speaking, reading and writing. The Malaysian government has declared that an English textbook from the United Kingdom has been imported to teach the newly established KSSM curriculum, which is compatible with the Common European Framework of Reference for Languages (CEFR) This is part of the Ministry of Education's initiative to ensure that learners will reach the competency levels that are in line with international expectations (Abdul Aziz et al, 2019).

Literature Review

Findings

Discussion

Conclusion