An Examination of Multimodal Based Extensive Reading in College ESL Context

Abstract

Extensive reading (ER), as an effective component in ESL curriculum, is moving towards a multimodal based direction. Based on the studies of ER from 1974 to 2019, this literature review aims to investigate how multimodal ER should be incorporated into the college ESL curriculum and thus provide pedagogical implications for ESL educators and instructors. Firstly, I reviewed the theories of ER and multimodal literacy. Secondly, the comparison of studies of monomodal ER and multimodal ER reveals that some new trends need to be explored in combination with ER. Finally, I discuss the advantage and challenge of multi-modal ER and made recommendations for future studies.