Implementing the digital multimodality of a Google Translate-assisted approach to online academic EFL reading

This study implemented a multimodal Google Translate- (GT) assisted approach incorporating multiple literacies to online academic reading on global warming and climate change for 152 non-English major students of English as a foreign language (EFL) in Taiwan. A five-step model of the digital multimodality of a GT-assisted approach was employed. The learning activities focused on vocabulary development and reading comprehension; they were evaluated based on students’ reading performance in the pretest, GT-assisted test, post- test and delayed cloze test asking students to show comprehension in their responses to a questionnaire survey. Results indicated that students had significantly better performance in their post-test scores, with a larger effect size ranging from 2.14 to 3.05. English proficiency had a significant and positive correlation with their reading scores in the pretest, GT-assisted test and post-tests, but not in the delayed test. Students’ retention was 51.6% in the delayed test conducted 7 weeks after the post-test, and their reading scores were significantly higher than theirs in the pretest, with a medium effect size of 0.54. Regardless of student college, they also showed highly favorable perceptions towards the digital multimodality assisted by the GT-based tools. High-performing students perceived multimodal strategies provided by GT, especially in translation and audio aids. Implications for practice or policy: The digital multimodality of a GT-assisted approach should be implemented in online academic EFL reading. Non-English major EFL students should make good use of multimodal GT-based tools for improving their vocabulary development and reading comprehension. EFL teachers should adopt technological resources and ensure their optimal utilisation to create a friendly and interactive learning environment where students’ engagement and interaction can be effectively enhanced.