| Summary: | 碩士 === 國立政治大學 === 英國語文學系 === 107 === Prior research shows students’ visual literacy and writing ability can be improved under the multimodal writing course involving visual literacy instruction. However, most research is targeted at ESL children’s stories (Mill, 2014; Vasudevan & Bateman, 2010; Wiseman, Mäkinen, & Kupiainen, 2016) at the sentence level without further developing into structured paragraphs. Thus, the current study attempted to explore EFL senior high students’ development of visual literacy and see how visual and visual literacy interact with the composing process of multimodal writing in different genres such as descriptive and narrative paragraph.
To provide insightful understanding of students’ development of visual literacy and how their use of visual in multimodal writing involved their demonstration of visual literacy, a qualitative descriptive case study approach was adopted. Two participants’ data from questionnaires, observations, reflective journals, documents and artifacts, and individual semi-structured interviews across sixteen-week classes were analyzed through Bowen’s (2017) VLC rubric and Braun & Clarke’s (2006) six-step framework.
The results found that two participants’ visual literacy improved across the time in this course but different visual in different genres required different visual thinking abilities, and they did not demonstrate manipulation of visual thinking for every kind of visual stimuli. As for the role of visual in multimodal writing, it enabled students to make association and decide the topic in the designing process, and it helped organize and sequence the contents in the producing process. In the presenting process, visual made readers understand their text better as a content predictor or confirmer. However, the use of visual in multimodal writing required certain visual thinking ability for different genres. The results also showed that visual literacy and multimodal writing reinforce each other. Finally, it is suggested that students should be exposed to various kinds of visual stimuli to develop visual thinking competency fully and that visual literacy-instruction should be taught along with the multimodal writing so that students can make use of visual and demonstrate better multimodal writing.
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