The Role of Multimodal in Chinese EFL Students’ Autonomous Listening Comprehension & Multiliteracies

Abstract

This research, taking 102 Chinese sophomores as participants, examined the role of multimodal in EFL students’ autonomous listening comprehension and multiliteracies. Materials consisted of a questionnaire concerning autonomous learning of listening comprehension and listening proficiency tests (a pretest and a posttest) so as to find participants’ attitude towards the new autonomous listening model and the effectiveness of the model. Results indicated that the new model proved to be popular with most of the participants, able to effectively improve students’ autonomous learning ability and significantly improve their listening comprehension and multiliteracies. Suggestions and implications for the results were discussed