The impact of multiliteracies and multimodality on ESL learners: Using Neuroimaging Technologies
Abstract
Educational neuroscience has become an important role in understanding education and the association with brain development. However, few previous studies have applied neuroimaging techniques to multiliteracies research, which is an important literacy pedagogy addressing multimodal learning and cultural and linguistic diversity. This study used functional near infrared spectroscopy (fNIRS) to investigate the association of multiliteracies learning on adult English Second Language (ESL) students’ performance through multimodal tasks.
Students’ multimodality background was collected through a technology questionnaire. Behavioural and fNIRS data were collected before and after multiliteracies learning. Results showed that there was no significance change in behavioural responses while the model for predicting them changed after multiliteracies learning. The fNIRS data showed that multiliteracies learning is associated with activation of the learning network in the brain including the superior temporal gyrus (STG). This research has found a way for educational researchers to understand multiliteracies from neural perspectives.