MULTIMODAL AND ACTIVE LEARNING IN CRITICAL READING: EFL STUDENTS’ PERCEPTIONS AND ENGAGEMENT
DOI:
https://doi.org/10.21274/ls.2026.18.1.121-145Keywords:
Multimodal approach, Active learning, Critical reading, Student perceptionAbstract
This study investigates the integration of a multimodal approach with active learning strategies mainly mind mapping and group discussion in teaching Critical Reading to fourth-semester English Literature students at one of private university in Bandung. The research is grounded in the increasing importance of multimodal literacy and critical thinking as 21st-century competencies. Multimodal instruction, based on Kress and van Leeuwen’s theory, along with Mayer’s Cognitive Theory of Multimedia Learning, is believed to enhance engagement and comprehension. Active learning is incorporated to stimulate student participation and higher-order thinking skills. A qualitative method was employed using open-ended questionnaires distributed at the end of the semester and observation was conducted while learning process. The selection of participants aimed to ensure they had sufficient exposure to multimodal learning practices. Data were analyzed inductively to identify students’ perceptions and responses toward the strategies applied, and to find out the student’s engagement during learning process in critical reading classroom. The findings aim to contribute to more effective pedagogy in critical reading instruction.
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