Improving EFL students' multimodal literacy through infographics.

This article examines the impact of a multimodal literacy intervention, based on a four-stage framework of encountering, exploring, evaluating, and expressing, on the reading comprehension of authentic multimodal texts by English as a Foreign Language (EFL) students enrolled in a Spanish university's undergraduate translation and interpretation program. The seven-week intervention, which incorporated gamified activities such as Quizizz and infographic creation, resulted in statistically significant improvements in reading comprehension for both the intervention and control groups, with the intervention group showing a larger effect size. Qualitative data revealed that students valued learning about multimodality and perceived it as beneficial for their translation skills, particularly appreciating the gamified encountering phase. The study suggests that longer interventions and increased gamification across all phases could enhance outcomes and recommends integrating multimodal literacy systematically in EFL translation curricula to support students' development as competent readers and translators.