An Eco-analysis of the Multimodal Effects in China's EFL Education

XIAO Hao-zhang; YANG Ying-ying

May 2021

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XIAO Hao-zhang, YANG Ying-ying. An Eco-analysis of the Multimodal Effects in China's EFL Education[J]. Journal of University of Science and Technology Beijing ( Social Sciences Edition), 2018, 34(6): 1-9.

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XIAO Hao-zhang, YANG Ying-ying. An Eco-analysis of the Multimodal Effects in China's EFL Education[J]. Journal of University of Science and Technology Beijing ( Social Sciences Edition), 2018, 34(6): 1-9.

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An Eco-analysis of the Multimodal Effects in China's EFL Education

South China Agricultural University, Guangzhou 510640, China

Received Date: 2018-11-02
Available Online: 2021-05-22

Abstract

Abstract

This article explores the comprehensive impact of multimodal classroom teaching on second language learning in China through meta-analysis.We searched and collected 33 quantitative research papers published in core journals of foreign languages from 2004 to 2018,with a total sample size of 4410 and 39 independent studies.By a matching analysis of Gu Yueguo's(2007) agent-based modeling language(AML) construct and experimental effects of modalities, namely the independent variables and dependent variables and p values, the results show that:(1) the present domestic research on multimodal teaching mainly involves the four skills, viz.listening, speaking, reading and writing, as well as the effects on students'psychological and learning performance.Among them,the study of high-level thinking learning is rare.(2) The meta-analysis reveals the positive and negative effects of multimodality,and the biggest divergence lies in the study of cognitive load in the process of receiving information of multimodality.This indicates the necessity of further research and ecological classroom construction in this field.
- multimodal teaching,
- agent-based modeling language,
- ecological classroom,
- ecolinguistics

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