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Reading is considered a crucial life skill; however, it is difficult to motivate students to read inside or outside the English as a foreign language (EFL) classroom. This research study was designed to engage EFL students in a reading class, investigating the impact of multimodal learning environments on EFL students’ reading ability and its relationship to their attitudes towards English reading. To ensure accuracy and reliability of results, the experiment was conducted at two universities in different locations: Bangkok and Nakhon Phathom. The participants were 64 undergraduate students. The instruments used in this study included lesson plans, a reading test, and questionnaires. Mean scores, standard deviations, two ways analysis of variance, and a t-test analysis were used to analyze the data. The results from both locations were similar specifically students in the experimental groups had significantly higher reading test scores and more positive attitudes towards English reading than those of the control groups, indicating that multimodal learning environments were effective in EFL classes. This consistency of findings at both universities confirms that multimodal learning environments facilitated both high-and low-achieving students’ learning and supported students with different backgrounds.
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