An Empirical Study of Application of Multimodal Approach to Teaching Reading in EFL in Senior High School English Reading skill is one of the most important skills for senior high school students who learn English as a foreign language (EFL). However, the present ELF teaching method is still teachercentered which neglects studentsxe2x80x99 learning interest and their participation in the process of teaching. In 1990s, Western scholars proposed multimodal theory which suggests that semiotic resources (sound, images, video, animation, motion, color, facial expressions, etc.) can be used to stimulate different senses of students so as to improve their learning efficiency. The present study is intended to apply the multimodal approach to EFL reading teaching in senior high school and tries to find out whether the multimodal teaching can stimulate studentsxe2x80x99 interest in English reading and improve their reading proficiency. In this study, with students of a high school in Anhui in China as the research subjects, an English reading teaching experiment was carried out. The analysis of data collected from reading tests and questionnaires indicates that the application of multimodal teaching approach in high school EFL reading teaching can stimulate studentsxe2x80x99 interest in English reading and improve studentsxe2x80x99 English reading proficiency, and that most students take a positive attitude towards multimodal teaching approach.

Incorporating a Smartphone Video in a Theatrical Activity to Promote an Authentic Language Learning Environment in a Lower Secondary School Classroom Theatrical activities have been used to promote an authentic learning environment. However, the incorporation of simple daily technology, like smartphones, to enable students to produce a video of their theatrical activities has not been explored in the Indonesian language learning classroom. This paper documents a video project conducted by lower secondary school students at a private school in Jakarta, Indonesia to examine whether a video project task could help create an authentic learning environment in a language classroom setting. Although the benefits of theatrical activities to promote authenticity in studentsxe2x80x99 learning experiences are evident in the literature, only a few students have access to such benefits. Many students were reluctant to get involved in the theatrical activities prepared by the teachers and only one cohort of students successfully completed the advertisement video assignment. Teachersxe2x80x99 instructional issues as well as studentsxe2x80x99 motivation and commitment to work collaboratively were identified as the barriers to produce the video.