Dual-Modality Input in Repeated Reading for Foreign Language Learners With Different Learning Styles

Abstract

Research into dual-modality theory has long rested on the assumption that presenting input in two modalities leads to better learning outcomes. However, this may not always hold true. This study explored the possible advantages of using dual modality in repeated reading-a pedagogy often used to enhance reading development-for two literacy purposes, second language (L2) reading comprehension and vocabulary development. Furthermore, the study probed whether the efficacy of repeated reading implemented using both dual and single modalities varies according to a learner's preferred learning style (visual, auditory, and balanced). The study found that the participants-foreign language learners of Japanese-did not always exhibit greater reading comprehension and vocabulary gains when repeated reading was implemented using dual-modality input. Indeed, it seems that the efficacy of dual-modality input in repeated reading is contingent on the attentional investment required by the particular form of phonological support; the modality (visual or auditory) learners favor; and, most important, the instructional purpose (comprehension or acquisition). Based on these findings, the article discusses how repeated reading practice should be best implemented vis-à-vis the purposes of L2 reading and vocabulary development.