{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/30431"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/30431","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"The impact of multiliteracies and multimodality on ESL learners: Using Neuroimaging Technologies","abstract":"Educational neuroscience has become an important role in understanding education and the association with brain development. However, few previous studies have applied neuroimaging techniques to multiliteracies research, which is an important literacy pedagogy addressing multimodal learning and cultural and linguistic diversity. This study used functional near infrared spectroscopy (fNIRS) to investigate the association of multiliteracies learning on adult English Second Language (ESL) students’ performance through multimodal tasks. Students’ multimodality background was collected through a technology questionnaire. Behavioural and fNIRS data were collected before and after multiliteracies learning. Results showed that there was no significance change in behavioural responses while the model for predicting them changed after multiliteracies learning. The fNIRS data showed that multiliteracies learning is associated with activation of the learning network in the brain including the superior temporal gyrus (STG). This research has found a way for educational researchers to understand multiliteracies from neural perspectives.","abstract_html":"Educational neuroscience has become an important role in understanding education and the association with brain development. However, few previous studies have applied neuroimaging techniques to multiliteracies research, which is an important literacy pedagogy addressing multimodal learning and cultural and linguistic diversity. This study used functional near infrared spectroscopy (fNIRS) to investigate the association of multiliteracies learning on adult English Second Language (ESL) students’ performance through multimodal tasks. Students’ multimodality background was collected through a technology questionnaire. Behavioural and fNIRS data were collected before and after multiliteracies learning. Results showed that there was no significance change in behavioural responses while the model for predicting them changed after multiliteracies learning. The fNIRS data showed that multiliteracies learning is associated with activation of the learning network in the brain including the superior temporal gyrus (STG). This research has found a way for educational researchers to understand multiliteracies from neural perspectives.","abstract_has_math":false,"creators":["Huang, Wenyu"],"institution":"The University of Western Ontario","degree_name":"MA","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Kim, Mi Song"],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-20","date_published":"2020-08-20","updated_at":"2026-07-27T21:56:09Z","subjects":["multiliteracies","multimodality","ESL adult learners","quantitative","neuroscience","fNIRS"],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/30431","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Kim, Mi Song"]},{"key":"dc:creator","label":"Author","values":["Huang, Wenyu"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-10T18:40:51Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-10T18:40:51Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-08-20"]},{"key":"dc:publisher","label":"Institution","values":["The University of Western Ontario"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["multiliteracies","multimodality","ESL adult learners","quantitative","neuroscience","fNIRS"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/30431"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["Educational neuroscience has become an important role in understanding education and the association with brain development. However, few previous studies have applied neuroimaging techniques to multiliteracies research, which is an important literacy pedagogy addressing multimodal learning and cultural and linguistic diversity. This study used functional near infrared spectroscopy (fNIRS) to investigate the association of multiliteracies learning on adult English Second Language (ESL) students’ performance through multimodal tasks. Students’ multimodality background was collected through a technology questionnaire. Behavioural and fNIRS data were collected before and after multiliteracies learning. Results showed that there was no significance change in behavioural responses while the model for predicting them changed after multiliteracies learning. The fNIRS data showed that multiliteracies learning is associated with activation of the learning network in the brain including the superior temporal gyrus (STG). This research has found a way for educational researchers to understand multiliteracies from neural perspectives."]},{"key":"dc:title","label":"Title","values":["The impact of multiliteracies and multimodality on ESL learners: Using Neuroimaging Technologies"]}]}],"canonical_facts":{"dc:contributor.advisor":["Kim, Mi Song"],"dc:creator":["Huang, Wenyu"],"dc:date.accessioned":["2025-07-10T18:40:51Z"],"dc:date.available":["2025-07-10T18:40:51Z"],"dc:date.issued":["2020-08-20"],"dc:description":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."],"dc:description.abstract":["Educational neuroscience has become an important role in understanding education and the association with brain development. However, few previous studies have applied neuroimaging techniques to multiliteracies research, which is an important literacy pedagogy addressing multimodal learning and cultural and linguistic diversity. This study used functional near infrared spectroscopy (fNIRS) to investigate the association of multiliteracies learning on adult English Second Language (ESL) students’ performance through multimodal tasks. Students’ multimodality background was collected through a technology questionnaire. Behavioural and fNIRS data were collected before and after multiliteracies learning. Results showed that there was no significance change in behavioural responses while the model for predicting them changed after multiliteracies learning. The fNIRS data showed that multiliteracies learning is associated with activation of the learning network in the brain including the superior temporal gyrus (STG). This research has found a way for educational researchers to understand multiliteracies from neural perspectives."],"dc:identifier.uri":["https://hdl.handle.net/20.500.14721/30431"],"dc:language.iso":["en_ca"],"dc:publisher":["The University of Western Ontario"],"dc:subject":["multiliteracies","multimodality","ESL adult learners","quantitative","neuroscience","fNIRS"],"dc:title":["The impact of multiliteracies and multimodality on ESL learners: Using Neuroimaging Technologies"],"dc:type":["thesis"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-27T21:56:09Z"}