Abstract:

The purpose of the present study is to discuss strategic reading in multimodal texts, particularly in EFL classrooms. The article attempts to present an application of reading strategies in multimodal texts, where the written-linguistic mode of meaning is linked with the visual mode to construct meaning. Although there is a bulk of research on reading strategies in EFL, strategic reading is mainly linked with mono-modal texts, where language is the only mode to provide information. However, nowadays students are exposed to an increasing dominance of multimodal texts - both print and digital, such as websites, video games, picture books, texts, magazines, advertisements, and graphic novels- even from an early age- that include a complex interplay of written text, visual images, graphics, and design elements. In this context, the specific paper points out the need for teachers to foster students' ability to retrieve information from these types of texts using reading strategies and taking advantage of all modes of communication available during the meaning-making process. Concomitantly, an example of applying reading strategies in multimodal texts is provided. The pedagogical implications that emerge from this study are further discussed, and the need for further empirical research is highlighted.

Keywords:

EFL reading comprehension, reading strategies, strategy instruction, multimodal texts.