Effects of a Multimodal Approach on EFL University Students’ Attitudes Toward Shakespeare’s Romeo and Juliet

Abstract

Teaching William Shakespeare’s plays has long been argued as too difficult for ESL/EFL learners. However, Shakespeare can be considered a valuable and authentic material for teaching language learners and teaching Shakespeare’s plays in the language classroom can lead to a meaningful language learning experience. This study examined the implementation of a multimodal teaching approach to teaching Romeo and Juliet in an ESL/EFL university classroom in Ecuador, and whether this approach would improve students’ attitudes toward reading Shakespeare.

Index Terms: multimodal teaching, teaching Shakespeare, language teaching, teaching Romeo and Juliet