Digital multimodal composing and investment change in learners' writing in English as a foreign language

Jiang, Lianjiang

doi:10.1016/j.jslw.2018.03.002

Cited by 85 publications

(76 citation statements)

References 22 publications

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“…The findings are expected to complement the existing studies which focus solely on multimodal composing in language learning contexts (e.g. Hafner & Miller, 2011; Jiang, 2017, 2018; Yeh, 2018). Unlike previous studies which prescribed learners to complete certain types of multimodal projects (Gunsberg, 2015; Kirchoff & Cook, 2016; Smith, 2017, 2018, 2019; Vasudevan et al, 2010), the current study did not restrict students on their choices of mediums.…”

supporting

confidence: 72%

“…This experience will enable students to “decide which text type will be most effective for a particular rhetorical situation” (Kirchoff & Cook, 2016). Insights gained from this study will add more dimensions and depth to the existing research which tends to solely focus on the potentials of different forms of multimodal composing, such as digital storytelling (Del‐Moral‐Pérez et al, 2019; Yang, 2012), multimedia essays (Gunsberg, 2015; Nelson, 2006) and video projects (Hafner & Miller, 2011; Jiang, 2017, 2018; Yeh, 2018). As Lim (2018) states, multimodal literacy is about “understanding the affordances, that is the potentials and limitations, of the different meaning‐making resources, as well as how they work together to produce a coherent and cohesive multimodal text” (p. 1).…”

Section: Composing Print Essays Versus Composing Across Modesmentioning

confidence: 99%

“…In multilingual contexts where English is learned as the target language, studies designed around multimodal composing have also been conducted (e.g. Jiang, 2017, 2018; Yang, 2012; Yeh, 2018). In Jiang's (2018) study, more than 200 college students from a Chinese university participated in a digital multimodal composing (DMC) programme which required the participants to produce videos to demonstrate their understanding of five textbook topics (culture shock, first impression, youth, marriage/love and AIDS).…”

Section: Composing Print Essays Versus Composing Across Modesmentioning

confidence: 99%

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Composing print essays versus composing across modes: students' multimodal choices and overall preferences

Chen

2020

Literacy

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The current study presents results from students' engagement of composing print essays and composing across modes on the same topic. It builds on the premise that print‐based reading and writing should complement and coexist with multimodal pedagogy. A group of Taiwanese adolescent students were invited to complete one print essay and one multimodal product on the same topic of “My favorite place in the world”. For their multimodal product, students were required to use at least two modes (e.g. words and image, sounds and words) in any medium (e.g. video, collage, scrapbook or website) of their choice. It was found that the most frequently used medium for students' multimodal projects was video which incorporated words, sounds and visuals. Most students felt that for the topic of “My favorite place in the world”, their multimodal products helped them to convey their ideas better because they provided the audience with more sensory information. To conclude the paper, a few future research directions are outlined to help move the research of multimodal composing forward.

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supporting

confidence: 72%

Section: Composing Print Essays Versus Composing Across Modesmentioning

confidence: 99%

Section: Composing Print Essays Versus Composing Across Modesmentioning

confidence: 99%

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Composing print essays versus composing across modes: students' multimodal choices and overall preferences

Chen

2020

Literacy

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“…This identity affirmation allows learners to reposition themselves as someone of knowledge and competence either with the capital in their possession or the capital newly acquired from their investment. Previous studies (e.g., Hafner, 2015; Jiang, 2018) have shown that students could access a wider range of identities that are normally unavailable in mainstream English classrooms when participating in DMC, which plays to their everyday experiences and digital interests. Drawing on their study of immigrant‐background multilingual students, Cummins, Hu, Markus, and Montero (2015) further observed that students invested their identities in the creation of multimodal texts and this process can empower students and their teachers to challenge the coercive relations of power that devalue student identities.…”

Section: Investment At the Intersection Of Capital Identity And Idementioning

confidence: 99%

Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing

Jiang

Yang

Yu³

2020

TESOL Quarterly

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Although it has been well noted in TESOL that ethnic minority students often experience difficulties in mainstream English classrooms, whether and how such students can be empowered in their English learning remains underexplored. This article reports on a longitudinal case study of a Chinese ethnic minority student’s participation in a digital multimodal composing (DMC) project and its pertinent impact on the student’s investment in EFL learning. Data were gathered through semistructured interviews, classroom observations, informal conversations, written reflections, and student‐authored multimodal videos. The study found that using DMC in mainstream English classrooms constitutes a promising empowering and culturally sustaining strategy for facilitating ethnic minority students’ investment in English learning. Through DMC, the ethnic minority student not only gained access to peer support and a collaborative learning community that was underemphasized in traditional classes, but also learned to capitalize on her ethnic knowledge as essential cultural capital for in‐class participation. Noting the empowering role of DMC in positive ethnic identity constructions of the minority student and the investment in English learning, this study calls for attention to the importance of multimodality and the relevant literacy practices in empowering ethnic minority students to cross the linguistic and digital divides in mainstream classrooms.

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“…The purpose of improving technology in the learning process is helping the students to develop some skills, for instance, writing ability. There are numerous researches toward technology related to students' writing (Liao, 2016;Fu, Lin, Hwang, & Zhang, 2019;Yang & Lin, 2015;Jiang, 2018;Ranalli & Chukharev-Hudilaine, 2018). Liao and Hanauer's (2016) research focuses on the use of the application to develop grammar performance, Fu's et al (2019) research is about using the game to improve writing performance, and Tai, Lin, and Yang's (2015) study investigated the effect of collaborative note-taking strategies toward EFL writing performance.…”

Section: Literature Reviewmentioning

confidence: 99%

Critical Thinking Skill Toward Youtube Resources in Students’ Argumentative Text

Wijaya

Roki'ah

2020

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This study explored critical thinking skills toward YouTube resources in students' argumentative texts. The study was conducted at two non-English majors of the universities in the Indonesian context. The data were in the argumentative forms that were constructed by selected students. This study used a content analysis approach that was involved in coding and categorizing to analyze the data. After the data were analyzed, the findings showed that the patterns of critical thinking elements of the student's argumentative texts were varied, and the integration of technology resources was able to foster critical thinking skills. However, it is based upon the quality of the technology itself and the instruction in the classroom. Thus, technology implementation, YouTube resources should be found on the quality of the resources and teaching in the school.

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Digital multimodal composing and investment change in learners' writing in English as a foreign language

Cited by 85 publications

References 22 publications

Composing print essays versus composing across modes: students' multimodal choices and overall preferences

Composing print essays versus composing across modes: students' multimodal choices and overall preferences

Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing

Critical Thinking Skill Toward Youtube Resources in Students’ Argumentative Text

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