Based on underlying theories of L2 reading comprehension and text comprehension with multimedia, and in light of the new tools and modes of information presentation that are now available, researchers have a variety of avenues for studying how people comprehend text in a second language with the help of multimodal instructional materials. In this paper we discuss how L2 reading research is focusing increasingly on the cognitive processes involved in reading, that is, the interaction of lower-level, bottom-up processes such as vocabulary acquisition with higher-level, top-down processes such as activating prior knowledge. We combine this knowledge with current research on learning with multimedia, focusing on how learners integrate verbal and visual information, particularly with respect to the individual differences among learners that moderate, if not determine, learning processes.
"There is not a writer in our classrooms today who will not be producing something with a digital writing tool in her or his lifetime." -- Troy Hicks Troy Hicks frequently uses the words "intentiona (RT @edutopia: "Teach the writer, then the writing,...
Abbas Pourhosein Gilakjani *& Seyedeh Masoumeh Ahmadi** (Published in CELT Vol. 11, No. 1, July 2011) Abstract: One of the most important uses of technology is that it makes it easy for instructors to incorporate multimedia into their teaching.
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