Effects of input modality on alignment in continuation writing

Abstract

Previous studies demonstrated that alignment entailed in the continuation task can facilitate language learning (e.g., Wang & Wang, 2015), but the investigation into how to maximize alignment to tap greater learning potential is still in its infancy. The present study extends this line of inquiry by examining whether interaction with multimodal presentations would bring about enhanced alignment effect in the reading-writing continuation task. Participants were three groups of Chinese senior English as a foreign language (EFL) learners who were exposed to each of the three input modalities: text modality, text+picture modality and text+video modality. Results showed that 1) text+video modality brought about stronger alignment at both linguistic and situational levels, more accurate and cohesive writing production; 2) text+picture modality only magnified alignment at situation models; 3) learners varied their perceptions towards the incorporation of pictorial and video input. Pedagogical implications of the study were thereafter discussed.