Effects of a multimodal scaffolding module on business English reading comprehension in an EFL context

Abstract

The growing demand for Business English (BE) skills in a globalised world has increased the importance of effective language instruction. Consequently, there is a need for teaching strategies that can improve the reading skills of English as a Foreign Language (EFL) learners. Traditional approaches to teaching English in an EFL setting may not cater to the different needs of learners in comprehending reading material. This study aims to explore the effectiveness of the multimodal scaffolding module in improving the reading skills of BE learners. This module is unique in integrating multimodal scaffolding with the Gradual Release of Responsibility (GRR) model to support BE reading. A quantitative pre-test–post-test quasi-experimental design was employed using convenience sampling. 192 first-year Business English students from a private college in China were recruited and divided into experimental and control groups. The intervention was conducted for 8 weeks, during which the experimental group received multimodal scaffolding instruction while the control group followed traditional methods. The results of the tests were analysed through descriptive and inferential statistics. The experimental group showed significantly greater improvement in reading comprehension scores and reduced reading barriers compared to the control group (p < 0.05). In addition, the intervention improved the ease of reading and the engagement of the learners. It was found that the multimodal scaffolding module is an effective teaching strategy that improves the cognitive and affective aspects of the learners. The study recommends integrating multimodal strategies into EFL instruction to improve learning outcomes in specialised contexts.