Yue Peng’s research while affiliated with The University of Hong Kong and other places

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Publications (1)


Figure 1: Excerpt of multimodal reading materials in iChineseReader.
Figure 2: Hierarchy chart of attitudinal codes: intermediate-high.
Figure 3: Hierarchy chart of attitudinal codes (intermediate-low).
Figure 4: Hierarchy chart of synthesized pros and cons of audio inclusion (intermediate-high).
Multimodal reading in reading-only versus reading-while-listening modes: evidence from Chinese language learners
  • Article
  • Full-text available

September 2024

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155 Reads

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1 Citation

Chinese as a Second Language Research

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Yue Peng

Language educators and researchers have shown keen interest in enhancing second language (L2) learners’ reading skills, and recently, more emphasis has been placed on multimodal learning. Multimodal learning theories posit that the confluence of auditory and visual stimuli facilitates learners to establish robust referential connections, and thus integrating audio cues has emerged as a strategy to enhance reading performance. While prior research has affirmed the advantages of incorporating audio cues for fostering reading fluency and comprehension in general, the findings are inconsistent. These investigations have predominantly focused on learners of English as a second language. Considering the differences between English and Chinese, especially their relationship between written scripts and oral language, investigating the reading experiences of Chinese language learners can contribute to a fuller understanding of the effect of audio inclusion on L2 learners. This study compared reading comprehension and reading experiences in reading-only and reading-while-listening modes for intermediate-low and intermediate-high-level Chinese language learners. After learners read in two different modes, a T-test was conducted on their comprehension performance followed by a qualitative analysis of their perspectives on their reading experiences. The findings showed a significant influence of audio integration on enhancing reading comprehension among intermediate-low-level Chinese language learners engaged in multimodal Chinese reading, and these learners displayed a preference for audio inclusion. On the other hand, a lack of significance in the effects of supplementary audio cues on reading comprehension was identified for intermediate-high-level learners, who manifested a mixed attitude towards audio integration with reading. This study complements the existing understanding of multimodal reading based on alphabetic language, particularly in English. Moreover, the findings carry pertinent implications for Chinese language reading pedagogy.

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Citations (1)


... This flexibility in strategy contrasted with previous studies that suggested a stronger reliance on local linguistic cues in reading comprehension. Building on this, Zhang and Peng (2024) investigated the impact of multimodal reading strategies, such as integrating visual and auditory inputs, on comprehension and memory retention among CSL learners. Their study showed that combining modalities, like reading while listening, greatly enhanced learners' understanding and recall, highlighting the critical role of contextual and perceptual cues in facilitating effective language acquisition. ...

Reference:

Positivity Bias and Cultural Differences in Acquiring Haihao in Chinese as a Second Language
Multimodal reading in reading-only versus reading-while-listening modes: evidence from Chinese language learners

Chinese as a Second Language Research