多模態學習方式在英文學習的研究中，常以圖片及影片為輔助，透過視覺表徵來探討學習成效。以往的研究亦證實透過視覺表徵，包括圖片、影像、影片、漫畫等資源能改善學生的閱讀理解、字彙、文法以及寫作能力。其中以漫畫為主的研究中，過去的研究大多探討學生最後的學習成效，較少探討學生創作漫畫的過程以及學生對於此種學習模式的看法。
本研究旨在探究台灣高中學生在多模態之情境下，如何透過漫畫創作來表達對課文主題的想法。與過往研究不同的是，本研究著重學生創作漫畫的過程，並探究他們對此種學習方式的感受。來自臺灣中部某高中一班共33名高一學生參與了為期七周的研究；在這段期間內，學生每周有一節課由教師引導，三人為一組，針對課本文本的主題創作漫畫，學生必須與組員討論，想出一個故事情節，使用Make Beliefs Comix平台上的漫畫工具來完成作品。
研究結果顯示，大多數的學生喜歡透過與同儕一起創作漫畫來學習英文。四個主要的研究結果如下：與同儕合作創作漫畫使學生學習更有效果；此種學習方式亦能發展學生的創意，提供學生機會展現無限的創意；學生非常投入於多模態的學習方式之中，學習動機也提高許多；漫畫的視覺輔助在語言學習及語意表徵上極有幫助。因此可得知，視覺輔助在教學上對於學生語意表達是十分有影響力的；教師亦可透過各式各樣的多模態的活動，讓學生有使用英文的機會；而學習的過程中，學習鷹架的搭建亦是必要的；提供學生機會與不同的同儕合作也是個很棒的方式來培養學生未來必備的技能。最後，透過此種多模方式，期待讓更多學生從被動的學習者轉換成主動的學習者。

Previous studies on multimodality in learning English often included photos and videos as visual representations to investigate learning effectiveness. The findings from the previous studies proved the effectiveness of using photos, images, videos, and comics to improve students’ reading comprehension, vocabulary, grammar, and writing ability. Among the studies, comics were mostly used to examine the effectiveness of learning English and little research has put emphasis on the process of creating comics collaboratively and students’ perceptions toward this mode.
The present study intends to investigate how students learn English via creating comics in a multimodal way. The present study differs itself from the previous ones as it focused on the process of creating comics and students’ perceptions. In a public high school in central Taiwan, 33 10th graders were recruited to participate in the study for 7 weeks. Students were divided into groups and given a step-by-step guide to create comics by the teacher. They had to collaborate, discuss with peers, create a story, and then use elements on Make Beliefs Comix to finish their works.
Results showed that most students enjoyed creating comics and learning English with peers. Four major findings were as followed. First, working collaboratively to create comics enabled students to learn more effectively. Second, students’ creativity could be developed in the process. Third, students were found to be very engaged in multimodal learning. Fourth, visual representation greatly influenced students’ language learning and meaning-making. Therefore, it could be concluded that visual aids are influential in students’ meaning-making process. It is also important to offer students chances to use English through various activities, namely including multimodality in courses. Scaffolding is also necessary in students’ leaning process. Lastly, giving students opportunities to cooperate with different peers may be a great way to equip them with the skills necessary in the future. In conclusion, it is hoped that employing multimodality could transform more and more students from passive learners to active learners.

Ajayi, L. (2009). English as a second language learners’ exploration of multimodal texts in a junior high school. International Electronic Journal of Elementary Education, 6(2), 257–274.
Bitz, M. (2004). The comic book project: Forging alternative pathways to literacy. Journal of Adolescent & Adult Literacy, 47(7), 574–588.
Bleed, R. (2005). Visual literacy in higher education. Educause Learning Initiative, 1(1), 1-11.
Chen, H. S., & Huang, H. (2017). Advancing 21st century competencies in Taiwan. Asia Society, Center for Global Education.
Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004-2009). Language Teaching, 45(2), 180–201.
Chou, M.-J., Hsu, Y.-H., & Chen, C.-C. (2015). Will aesthetics English comic books make junior high school students fall in Love with English reading? Universal Journal of Educational Research, 3(10), 671–679.
Cimermanová, I. (2015). Using comics with novice EFL readers to develop reading literacy. Procedia - Social and Behavioral Sciences, 174, 2452–2459.
Cleaver, S. (2008). Comics & Graphic Novels. Instructor, 28–34.
Cordero, K., Nussbaum, M., Ibaseta, V., Otaíza, M. J., & Chiuminatto, P. (2018). Read, write, touch: Co-construction and multiliteracies in a third-grade digital writing exercise. Journal of Computer Assisted Learning, (November 2017), 1–12.
Csabay, N. (2006). Using comic strips in language classes. English Teaching Forum, 1, 24–26.
Dalton, B. (2013). Engaging children in close reading: Multimodal commentaries and illustration remix. Reading Teacher, 66(8), 642–649.
Ervine, M. D. (2017). Visual literacy in instructional design programs. Journal of Visual Literacy, 35(2), 1–10.
Ganapathy, M. (2016). The effects of using multimodal approaches in meaning-making of 21st century literacy texts among ESL students in a private school in Malaysia. Advances in Language and Literary Studies, 7(2).
Gillenwater, C. (2014). Reading images : The phenomenon of intertextuality and how it may contribute to developing visual literacy with advanced placement. Journal of Ethnographic and Qualitative Research, 8, 251–263.
Hafner, C. A. (2013). Digital composition in a second or foreign language. TESOL Quarterly, 47(4), 830–834.
Hafner, C. A. (2015). Remix culture and English language teaching: The expression of learner voice in digital multimodal compositions. TESOL Quarterly, 49(3), 486–509.
Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning and Technology, 19(3), 1–7.
Hampel, R. (2006). Computer-mediated language in multimodal virtual learning spaces, JALT CALL Journal, 2(2), 3–18.
Hung, H. T., Chiu, Y. C. J., & Yeh, H. C. (2013). Multimodal assessment of and for learning: A theory-driven design rubric. British Journal of Educational Technology, 44(3), 400–409.
Hung, S. T. A. (2016). Enhancing feedback provision through multimodal video technology. Computers and Education, 98, 90–101.
Jewitt, C. (2008). Multimodality and Literacy in School Classrooms. Review of Research in Education, 32(1), 241–267.
Jiang, L. (2018). Digital multimodal composing and investment change in learners’ writing in English as a foreign language. Journal of Second Language Writing, 40(July 2017), 60–72.
Jiang, L., & Luk, J. (2016). Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity. System, 59, 1–11.
Khurana, S. (2014). So you want to be a.... On Becoming a Better Therapist, 3–32.
Kiçikaya, F., & Krajka, J. (2012). Can the use of web-based comic strip creation tool facilitate EFL learners’ grammar and sentence writing? British Journal of Educational Technology, 43(6), 161–166.
Kress, G. (2000). Multimodality: Challenges to thinking about language. TESOL Quarterly, 34(2), 337.
Lee, H. (2014). Using an arts-integrated multimodal approach to promote English learning: A case study of two Taiwanese junior college students. English Teaching: Practice and Critique, 13(2), 55–75.
Lin, O. P., & Maarof, N. (2013). Collaborative writing in summary writing: Student perceptions and problems. Procedia - Social and Behavioral Sciences, 90(InCULT 2012), 599–606.
Maldonado, N., & Yuan, T. (2011). Technology in the classroom: From Ponyo to “My Garfield Story”: Using digital comics as an alternative pathway to literary composition. Childhood Education, 87(4), 297–301.
Miller, S. M. (2010). Towards a multimodal literacy pedagogy: Digital video composing as 21st century literacy. Literacies, the Arts, and Multimodality, 254–281.
Miller, S. M., Knips, M. A., & Goss, S. (2013). Changing the game of literature with authentic assessment : Multimodal composing. English Journal, 88-94.
Moses, L. (2015). The role (s) of image for young bilinguals reading multimodal informational texts, Language and Literacy, 17(3), 82-99.
Neumann, H., & McDonough, K. (2015). Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing, 27, 84–104.
Oskoz, A., & Elola, I. (2016). Digital stories: Bringing multimodal texts to the Spanish writing classroom. ReCALL, 28(3), 326–342.
Pantaleo, S. (2015). Language, literacy and visual texts. English in Education, 49(2), 113–129.
Pitura, J., & Chmielarz, D. (2017). “Creating a comic strip is very creative and thanks to it we learn and remember” - Student perceptions of a biology challenge in a gamified extracurricular CLIL project. Teaching English with Technology, 17(3), 77–95.
Rajendra, T. R. (2015). Multimodality in Malaysian schools: The case for the graphic novel. MOJES: Malaysian Online Journal of Educational Sciences, 3(2), 11-20.
Sarada, P. A. (2016). Comics as a powerful tool to enhance English language usage. IUP Journal of English Studies, 11(1), 60.
Siegel, M. (2012). New times for multimodality ? Confronting the accountability culture, 55(May), 671–680.
Sockman, B. R., Sutton, R., & Herrmann, M. (2016). Comic relief: Graduate students address multiple meanings for technology integration with digital comic creation. TechTrends, 60(5), 475–485.
Takayoshi, P., & Selfe, C. L. (2007). Thinking about multimodality. Multimodal Composition. Resources for Teachers.
Tan, L., Bopry, J., & Guo, L. (2010). Portraits of new literacies in two Singapore classrooms. RELC Journal, 41(1), 5–17.
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93.
Tiemensma, L. (2009). Visual literacy : to comics or not to comics ? Promoting literacy using comics. World Library and Information Congress 75th IFLA General Conference and Assembly, 1–10.
Unsworth, L. (2001). Teaching multiliteracies across the curriculum changing contexts of text and image in classroom practice. English, 1–20.
Vincent, J. (2006). Children writing: Multimodality and assessment in the writing classroom. Literacy, 40(1), 51–57.
Williams, R. M. C. (2008). Image, text, and story: Comics and graphic novels in the classroom. Art Education, 1(6), 13–19.
Wissman, K. K., & Costello, S. (2014). Creating digital comics in response to literature: Linking arts, aesthetic transactions, and meaning-making. Language Arts, 92(2), 103–117.
Wulandari, F. (2017). COLLABORATIVE WRITING: PRODUCT AND STUDENTS’REFLECTIONS. JURNAL SMART, 3(1).
Yang, Y. C., & Wu, W. I. (2012). Computers & education digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339–352.
Yang, Y. F. D. (2012). Multimodal composing in digital storytelling. Computers and Composition, 29(3), 221–238.
Yi, Y., King, N., & Safriani, A. (2017). Reconceptualizing assessment for digital multimodal literacy. TESOL Journal, 8(4), 878–885.
Wu, H. J. (2015). The effects of blog-supported collaborative writing on writing performance, writing anxiety and perceptions of EFL college students in Taiwan.