Development of a Webtoon-Based Multimodal Reading Model: An Exploratory Pilot Study for Advanced KFL Learners

This study aims to design a 3-stage instructional model (Pre-reading, While-reading, and Post-reading) utilizing webtoons for Korean language education, seeking pedagogical strategies optimized for contemporary digital learners.Grounded in Mayer's Cognitive Theory of Multimedia Learning (CTML) and Social Constructivism, this research explores how the visual-textual synergy of webtoons may support learners' processing of multimodal information and foster active meaningmaking within panel gutters.To address the limitations of purely theoretical instructional models, an exploratory pilot classroom application was conducted with 24 international graduate students majoring in K-Content Culture Management.The model uses a structured sequence of single-panel editorial cartoons for schema activation, the webtoon Itaewon Class for multimodal narrative reading, and learner-generated photography for creative expression.The primary objective of this preliminary application was not to provide definitive evidence of instructional effectiveness, but to examine learners' perceptions of the model's practical applicability and operational feasibility in an authentic academic environment, providing empirical insights for future instructional refinement.Qualitative and quantitative learner feedback indicated positive perceptions regarding learning motivation and interest, contextual vocabulary inferencing, and perceived sociocultural literacy.These preliminary findings suggest that the proposed webtoon-based model has pedagogical potential as a learnercentered framework for advanced KFL instruction and provides a solid foundation for further refinement.