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Reading Between the Signs: A Qualitative Think‐Aloud Study of L2 Learners' Meaning Construction Around a Multimodal Web Text.

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Title: Reading Between the Signs: A Qualitative Think‐Aloud Study of L2 Learners' Meaning Construction Around a Multimodal Web Text.
Authors: Michelson, Kristen1 (AUTHOR) kristen.michelson@ttu.edu
Source: Reading Research Quarterly (John Wiley & Sons, Inc.). Apr2026 Supplement 1, Vol. 61, p1-19. 19p.
Subject Terms: *Digital literacy, *Reading comprehension, *Second language acquisition, *Protocol analysis (Cognition), *Qualitative research
Abstract: This qualitative study employed a prompted think‐aloud protocol to examine the textual thinking, or meaning‐making processes, of nine collegiate second language (L2) French learners at the intermediate level. Each participant took part in an individual 60‐min session on Zoom with two researchers. Following a modeling and training session in performing think‐alouds, each participant was instructed to read a digital multimodal web text and respond to a series of multiple‐choice questions guided by multiliteracy pedagogies targeting both text‐internal and text‐external factors. Participants were instructed to voice their thoughts continuously while reading; researchers prompted participants periodically to expand or elaborate on their interpretations. Data consisted of participants' think‐aloud protocols, which were professionally transcribed, and analyzed qualitatively through a sequential inductive to deductive coding process, and themed according to linguistic, multimodal, cognitive, and sociocultural dimensions of literacy. Findings revealed participants' elaborate meaning‐making processes as well as their ability to generate plausible interpretations of the text, despite some linguistic processing challenges. Findings point to the viability of teaching with authentic multimodal web texts and the importance of teaching reading as a multiliteracy practice and suggest ways to continue to build learners' analytical skills for contemporary digital genres. [ABSTRACT FROM AUTHOR]
Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Reading Between the Signs: A Qualitative Think‐Aloud Study of L2 Learners' Meaning Construction Around a Multimodal Web Text.
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  Label: Abstract
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  Data: This qualitative study employed a prompted think‐aloud protocol to examine the textual thinking, or meaning‐making processes, of nine collegiate second language (L2) French learners at the intermediate level. Each participant took part in an individual 60‐min session on Zoom with two researchers. Following a modeling and training session in performing think‐alouds, each participant was instructed to read a digital multimodal web text and respond to a series of multiple‐choice questions guided by multiliteracy pedagogies targeting both text‐internal and text‐external factors. Participants were instructed to voice their thoughts continuously while reading; researchers prompted participants periodically to expand or elaborate on their interpretations. Data consisted of participants' think‐aloud protocols, which were professionally transcribed, and analyzed qualitatively through a sequential inductive to deductive coding process, and themed according to linguistic, multimodal, cognitive, and sociocultural dimensions of literacy. Findings revealed participants' elaborate meaning‐making processes as well as their ability to generate plausible interpretations of the text, despite some linguistic processing challenges. Findings point to the viability of teaching with authentic multimodal web texts and the importance of teaching reading as a multiliteracy practice and suggest ways to continue to build learners' analytical skills for contemporary digital genres. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2026 Supplement 1
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