For L2 writers, it is always the problem of the language

Qu, Weiguo

doi:10.1016/j.jslw.2017.10.007

Cited by 44 publications

(21 citation statements)

References 1 publication

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“…A number of questions have been raised, though, about the vaunted benefits of DMMC for L2 writers, especially as language learners. Qu (2017) has pointed out that, faced with survival in target-language-medium instructional settings, L2 writers, particularly those from foreign language (FL) contexts, first and foremost need language support as they face academic interaction and knowledge construction with limited language proficiency, which can ‘clog the logic’ of their critical thinking (2017: 93). From Qu’s vantage point, digitalization is an unhelpful distraction from the ‘basics of literacy’, with ‘dazzling multimodal discourse .…”

Section: Literature Reviewmentioning

confidence: 99%

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Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions

Kim

Belcher

2020

RELC Journal

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Over the past decade, digital multimodal composing (DMMC) in the language learning context has received growing attention. DMMC entails teaching writing as the social practice of meaning making using various semiotic tools (Siegal, 2012). Despite its potential benefits as a way to teach a meaning-making process in the current digitalized era, much concern regarding a lack of language focus has been expressed. The current small-scale exploratory study compared Korean EFL learners’ writing for DMMC and traditional essay writing in terms of syntactic complexity and accuracy as well as the learners’ perceptions of the two composing tasks. Using a within group comparisons design, 18 university students in Korea completed both DMMC and traditional writing on the same topic of their choice as a part of their required writing class. The findings revealed that traditional writing elicited syntactically more complex writing than DMMC using two measures (i.e. the number of words per T-unit, the number of clauses per T-unit). However, there was no significant difference in the accurate clause rate between the two conditions. Students had generally positive perceptions of DMMC, particularly regarding its effective role in meaning making. However, mixed perceptions were found in terms of helpfulness in improving writing skills. Pedagogical implications for English for academic purposes (EAP) contexts are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

“…. to other modes of representation’ (2017: 93). Similarly concerned, Manchón (2017), who sees L2, especially FL, writers, as both learning to write in a new language and writing to learn the new language (see Manchón, 2011), questions how well a digital design approach will support their language learning goals.…”

Section: Literature Reviewmentioning

confidence: 99%

Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions

Kim

Belcher

2020

RELC Journal

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“…While some (e.g. Qu, 2017) have expressed the concern that DMC may distract students’ attention to language in L2/EFL instruction, this finding does not support such concerns. Instead, it seems that the students were afforded a motivating learning space during DMC, which may have rendered an additional entry point for the students to access English learning with a different understanding of what English can do for them.…”

Section: Discussionmentioning

confidence: 71%

Fostering EFL Learners’ Digital Empathy through Multimodal Composing

Jiang

Jin-yuan

2020

RELC Journal

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The emergent cyber-violence along with the omnipresence of digital media has made the development of English as a Foreign Language (EFL) learners’ digital empathy a shared concern among contemporary language educators. Yet how this could be done in EFL/ second language (L2) pedagogies remains underexplored. Informed by a conceptualization of digital empathy as ‘cognitive and emotional ability to be reflective and socially responsible while strategically using digital media’, this study reports on a study that explores whether and how digital empathy can be fostered through a pedagogic innovation that engages students with digital multimodal composing (DMC) of videos in their conventional English curriculum. Aligning with a DMC approach to literacy through which learners were encouraged to construct meanings by drawing on multiple modes from their everyday media experiences, this study took place in a secondary English classroom at a vocational school in China. Data from interviews, observations and student-authored videos and documents showed that the DMC process enhanced students’ awareness of having more empathy when engaging with online activities. The findings also show that with such enhanced awareness, students learned to use digital technologies for resolving important social issues and then became more active and responsible participants online. Implications about using DMC as an approach to develop students’ digital empathy in the mainstream English curriculum are also discussed.

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“…Using multimodality as the basis for English language development is an important aspect of multimodal pedagogy for language learners because the linguistic mode is still the dominant mode through which their English proficiency is assessed. Incorporating multimodality in the second and foreign language classrooms need not marginalize the linguistic mode, a concern voiced by teachers (Yi & Choi, ) and raised by Qu (), but can serve as an opportunity to enhance learners’ critical examination of sociopolitical issues in the target language.…”

Section: Implications For Research and Practicementioning

confidence: 99%

EFL learners’ critical multimodal reflections on the politics of English

Huang

2019

TESOL Journal

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There has been increasing effort in English as a second and foreign language education to incorporate a critical perspective, either highlighting the politics of English in terms of native-speakerism, standards, varieties, and accents or aiming to develop learners' critical awareness of issues pertaining to race, class, and gender. There has also been growing interest in the potential of multimodal pedagogies for language learning. However, very little research has engaged language learners in exploring the politics of English in the context of race, class, and gender power relations from a multimodal perspective. Thus, this study investigates how learners of English as a foreign language, through a multimodal approach, reflect on the politics of English as relating to race, class, and/or gender.Examination of learners' multimodal ensembles found that thinking multimodally rather than only linguistically may contribute to the consideration of an issue from a less dominant point of view, leading to critical reflection. In addition, multimodal ensembles may allow learners to express their critical engagement with an issue in ways that the linguistic mode might restrict. The pedagogical implications of these findings are discussed using examples from students' multimodal projects, and possible directions for future research are proposed. HUANG

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For L2 writers, it is always the problem of the language

Cited by 44 publications

References 1 publication

Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions

Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions

Fostering EFL Learners’ Digital Empathy through Multimodal Composing

EFL learners’ critical multimodal reflections on the politics of English

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