Digital multimodal composing as authentic assessment in discipline‐specific English courses: Insights from ESP learners

Kohnke, Lucas; Jarvis, Andrew; Ting, Adrian

doi:10.1002/tesj.600

Cited by 19 publications

(10 citation statements)

References 59 publications

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“…Previous research into multimodal writing has focused mainly on examining students’ beliefs about a variety of classroom projects yielding inconsistent results. For example, Kohnke, Jarvis and Ting [ 11 ] explored the perceptions of digital multimodal composition of 12 undergraduate students enrolled in a discipline-specific English course at an English-medium university in Hong Kong and found that using infographics heightened the students’ motivation and increased their confidence while communicating with peers and clients in their fields. Using data from reflective essays and videos of final oral presentations with PowerPoint slides, Yeh [ 12 ] showed that her advanced students had positive perceptions towards the video making process.…”

Section: Review Of the Literaturementioning

confidence: 99%

Factors underlying students’ attitudes towards multimodal collaborative writing

Allagui¹

2023

Heliyon

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Section: Review Of the Literaturementioning

confidence: 99%

Factors underlying students’ attitudes towards multimodal collaborative writing

Allagui¹

2023

Heliyon

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“…Hafner andMiller (2011, 2018), who tasked their students with creating digital, multimodal, scientific documentaries in an English for science course, suggest that DMC can engage learners with challenging and authentic opportunities for Englishlanguage use, particularly in their disciplinary studies. Kohnke et al (2021), working with digital infographics in a disciplinespecific English course at a Hong Kong University, concur. They suggest that DMC of this kind help students feel more confident demonstrating their discipline-specific language skills in professional contexts and prepare them for their future workplaces.…”

Section: Digital Multimodal Composingmentioning

confidence: 94%

Multimodality and English for Special Purposes: Signification and Transduction in Architecture and Civil Engineering Models

et al. 2022

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The applied disciplines of architecture and civil engineering require students to communicate multimodally, and to manipulate meaning across media and modes, such as image, writing or moving image. In their disciplinary studies for example, students must be able to transform the language of lectures and textbooks into models and diagrams. In their future workplaces, they will commonly be required to transform reports and legal documents into floor plans and digital & physical 3D models. Such multimodal literacy, however, is not typically reflected in their related subject-specific English language courses, especially in Germany, where a text-centric approach is favored. To better reflect the demands placed upon them, students in two courses of English for Architecture and Civil Engineering were tasked with creating digital, multimodal artifacts to explain a concept from either of these fields to a lay audience. The resultant artifacts used a wide variety of semiotic resources to make meaning, including a total of 26 separate architectural and civil engineering models. This is a quantity sufficiently large enough to invite closer examination, and also reflects the important role models play in the fields of architecture and civil engineering, both at university and in the workplace. This paper suggests that models of this kind exist within a system of signs, in which meaning is created in the relationships between the signs. The process of transforming one resource into another also invites the consideration of the artifacts in terms of the notion of “transduction”, to discern how meaning changes between contexts, practices and modes and to contribute to existing literature on multimodal texts in tertiary education, particularly within a language-learning context.

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“…Although increasing studies on DMC have been implemented in L2 contexts, research on DMC in the ESP setting is still scarce. The infographic, a new form of DMC, was reported to be suited in ESP classes in recent studies (e.g., Kohnke et al, 2021 ). The use of infographics could increase students’ interest in the learning process (Fadzil, 2018 ), improve their learning and interaction skills (Parra, 2015 ), assist students’ language acquisition (Kohnke & Chan, 2019 ), and facilitate the instruction of complex ideas or facts (Gruber, 2015 ; Naparin & Sadd, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Kress ( 2003 ) initially drew our attention to multimodality , involving the use of different modes (i.e., textual, aural, linguistic, spatial, and visual) for communication and meaning making. Through digital multimodal composing (DMC) tasks, students can freely express their ideas by combining a variety of available resources such as texts, images, hyperlinks, emoticons, drawings, and photographs (Kohnke et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Digital Multimodal Composing Using Visme: EFL Students’ Perspectives

Pham

2022

Asia-Pacific Edu Res

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Due to the importance of digital multimodal composing (DMC) in the current educational context, the researchers in this study implemented infographic tasks in an English for Specific Purposes (ESP) course at a Vietnamese university and examined the EFL students’ perceptions on individual and collaborative composing of infographics using Visme. The students’ responses to open-ended questions suggested that Visme is a convenient and suitable tool for the infographic tasks which enhanced their learning experience and fostered creativity and writing skills. The main perceived advantages of individual DMC tasks are the enhancement of learner autonomy, and information literacy skills; the challenges the students encountered while working individually included insufficiency of writing ideas and lack of peer support. In comparison, collaborative DMC enabled group members to provide mutual scaffolding, generate more ideas for writing contents, and develop their collaboration skills, but the students complained about difficulty in reaching consensus within groups as well as unequal individual contribution to group work. This research study provides insights for both DMC research and ESP writing pedagogy.

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Digital multimodal composing as authentic assessment in discipline‐specific English courses: Insights from ESP learners

Cited by 19 publications

References 59 publications

Factors underlying students’ attitudes towards multimodal collaborative writing

Factors underlying students’ attitudes towards multimodal collaborative writing

Multimodality and English for Special Purposes: Signification and Transduction in Architecture and Civil Engineering Models

Digital Multimodal Composing Using Visme: EFL Students’ Perspectives

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