Multimodal reading and second language learning

Abstract Most of the texts that second language learners engage with include both text (written and/or spoken) and images. The use images accompanying is believed to support reading comprehension facilitate learning. Despite their widespread use, very little known about how presentation multiple input sources affects attentional demands underlying cognitive processes involved. This paper provides a review research on multimodal reading, focus processing. It first introduces relevant theoretical frameworks empirical evidence provided in pictures reading. then reviews studies have looked at processing contexts. Based this review, main gaps future directions are identified. discussion aims advancing language. Achieving better understanding crucial inform pedagogical practices develop accounts