Effects of Multimodal Texts on Grade 7 Learners’ Intensive Reading of Literature Texts in English First Additional Language Classroom
Tuwani Machete 
, Hlaviso Motlhaka & Thomas Chauke
Issue: Vol. 6 No. 11 2025 Article 10 pp. 1191 – 1200
DOI : https://doi.org/10.38159/jelt.202561110 | Published online 28th November, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study investigated the effects of multimodal texts on Grade 7 English First Additional Language (EFAL) learners’ reading proficiency. A qualitative research approach was used, and ten Grade 7 EFAL learners and four EFAL teachers were sampled to participate in this study. The data were collected using semi-structured interviews to determine the effects of using multimodal texts on learners’ reading proficiency during intensive reading lessons, and the data was inductively analysed. The findings revealed that learners become bored when they only read traditional texts, but they find the use of multimodal texts interesting. This study recommends that the Department of Basic Education should organise workshops on strategies to improve reading comprehension in EFAL by using multimodal texts, and teachers should implement different teaching modes in classrooms to deal with different learners who have different learning needs. Future research should focus on the comparison of the effectiveness of different types of multimodal texts (e.g., videos, graphic novels, digital storybooks) across various age groups and proficiency levels.
Keywords: Multimodal texts, Intensive reading, English First Additional Language, Multimodality in English language teaching.
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Ms. Tuwani Machete is a English First Additional Language primary school teacher. Her area of research is English language teaching focusing on academic writing, reading and literature.
Prof. Hlaviso Motlhaka is an Associate Professor in English Language Education. His area of research is English language teaching and learning focusing on academic writing, reading, academic literacy and literature and translauguaging.
Dr. Thomas Chauke is English Seond Language and translanguaging. His area of research is English Seond Language teaching and learning and translauguaging.
Machete, Tuwani, Hlaviso Motlhaka, and Thomas Chauke. “Effects of Multimodal Texts on Grade 7 Learners’ Intensive Reading of Literature Texts in English First Additional Language Classroom.” Journal of Education and Learning Technology 6, no. 11 (2025): 1191 – 1200. https://doi.org/10.38159/jelt.202561110.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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