Document Type

Article

Department/Program

Education

Department

Modern Languages & Literatures

Journal Title

Reading in a Foreign Language

Pub Date

10-2019

Publisher

University of Hawaii National Foreign Language Resource Center

Volume

31

Issue

2

Journal Article URL

http://hdl.handle.net/10125/66929

First Page

173

Abstract

This study adopted the between-subjects and within-subjects group designs to examine the impact of visual aids on 26 intermediate Chinese as a Foreign Language (CFL) learners’ reading comprehension in an American college. Students were assigned into two groups to complete multiple-choice and translation tasks to test effects of visual aids. The results show that visual aids have an overall positive effect on intermediate CFL reading. The results from the within-subjects design were partially statistically significant. This study postulates that this complication was due to factors such as learners’ backgrounds, the types of tasks, and the nature of the visual aids. Using Dual-Coding Theory, this study offers implications for CFL pedagogy.

DOI

https://doi.org/10125/66929

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