Key points are not available for this paper at this time.
This study aimed to design a multimodal literacy-based storytelling class for Korean language education and present actual class cases. A multimodal litera cy-based storytelling class was designed by applying meaning design and teaching principles, which are components of multiliteracies. The class was included in H University’s “Animation Korean” curriculum and the classes were conducted for 8 weeks for 22 Korean language learners. Analyzing the learning evaluation using a paired-sample t-test statistically confirmed that the multimodal literacy-based Korean language classes improved the language learners’ skills, thereby verifying the effectiveness of the classes (Z= -3.647b, p<.001). In addition, a learner satisfaction survey confirmed that the class was appropriate, learners’ Korean language skills improved, and multimodal literacy was fostered.
A Sat, study studied this question.