Multimodal assignments in higher education: Implications for multimodal writing tasks for L2 writers

Lim, Jungmin; Polio, Charlene

doi:10.1016/j.jslw.2020.100713

Cited by 61 publications

(31 citation statements)

References 19 publications

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“…This paradigmatic shift in ESL/EFL writing scholarship and practice has gone in tandem with the growing interest in multiple forms of multimodal writing "which combines words, images, sound, and other modes" (Jiang, & Luk, 2016, p.1), and "asks students to engage in making meaning with a range of new modalities and in new genres" (Miller-Cochran, 2017, p. 88). Research in multimodal composing (MC) has attempted to explore its potential in improving the learners' abilities to compose while fulfilling academic tasks (e.g., Lim & Polio, 2020;Jiang, 2018;Warschauer, 2017), as well as its role in motivating the learners to grasp the target language knowledge and communication skills (Jiang & Luk, 2016;Manchó n, 2017;Yang, 2010). It is believed that "incorporating multiple modalities into an L2 writing classroom can help encourage a focus on process, as various modes of expressions can contribute to invention, drafting, and mixing" (Miller-Cochran, 2017, p. 89).…”

Section: Literature Review Changing Trends In Writing Discipline Researchmentioning

confidence: 99%

Investigating Rhetorical Aspects of Writing Argumentative Essays and Persuasive Posters: Students’ Perspective

Salih

2021

tpls

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Students at the tertiary level need arguments because they are expected to use analytical and critical thinking skills. The present study is situated in an English as a Foreign Language (EFL) context in an Omani University and reports the experience of (N=46) undergraduate EFL writers in argumentative essays and persuasive posters. Using rhetorical strategies, and drawing on the principles of persuasive writing, the participants prepared posters and essays on two separate topics. Data were collected from the 46 participants’ responses to a semi-structured online survey questionnaire. Analysis of the data obtained indicates that the participants preferred designing posters to writing persuasive essays while reporting varieties of rhetorical difficulties in building an argument for persuasion. The participants also perceived establishing evidence and facts as the most challenging element in persuasive writing and arousing the audience’s feelings and emotions as the most challenging rhetorical appeal in posters. Some pedagogical implications were reported as well.

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Section: Literature Review Changing Trends In Writing Discipline Researchmentioning

confidence: 99%

Investigating Rhetorical Aspects of Writing Argumentative Essays and Persuasive Posters: Students’ Perspective

Salih

2021

tpls

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“…Others, though, note that language plays an important part in the multimodal compositions that learners doing DMC create. Lim and Polio (2020) state that ‘the use of monomodal writing as a pre-multimodal task production step. .…”

Section: Lsp Pedagogy In the Digital Agementioning

confidence: 99%

Editorial: Introduction to this Special Issue: English for Academic and Professional Purposes in the Digital Era

Hafner¹,

Pun

2020

RELC Journal

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“…(Shin, et.al, 2020) examined the digital multimodal text of writing composition of L2 learners with the development of their metalanguage. Such examination have focused on learners" uses on multimodal text, types of multimodal writing task for undergraduate students, and some ways to engages teachers in exploring multimodal text (Anstey & Bull, 2014;Jocius, 2013;Lim & Polio, 2020) . a study on ESL students was done by Ganapathy & Seetharam (2016) to examine the effectiveness of multimodal approach in ESL classroom.…”

Section: Introductionmentioning

confidence: 99%

Exploring Digital Multimodal Text in EFL Classroom: Transformed Practice in Multiliteracies Pedagogy

Ilmi

Retnaningdyah

Munir

2020

LEEA

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This study investigates EFL students’ composition of digital multimodal text. There were forty-four students recruited from tenth grade of a private senior high school in Sidoarjo. All of them were divided into seven groups and given authority to choose their own topic for the digital multimodal project; advertisement video. Based on the theory of multimodal analysis, this study examines both students’ processes and products. Qualitative case study was chosen as the design of the study and document analysis was chosen as the data collection technique. Through qualitative case study, the finding of this research shows that all the students’ groups used multimodal modes in creating their advertisement videos. Additionally, this study revealed that the qualities of the students’ project depend on two important things: the ability of the group members and the collaboration of the members in doing the project. Keywords: Multimodal Text, Multiliteracies Pedagogy, Transformed Practice, EFL Classroom, Senior High School.

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Multimodal assignments in higher education: Implications for multimodal writing tasks for L2 writers

Cited by 61 publications

References 19 publications

Investigating Rhetorical Aspects of Writing Argumentative Essays and Persuasive Posters: Students’ Perspective

Investigating Rhetorical Aspects of Writing Argumentative Essays and Persuasive Posters: Students’ Perspective

Editorial: Introduction to this Special Issue: English for Academic and Professional Purposes in the Digital Era

Exploring Digital Multimodal Text in EFL Classroom: Transformed Practice in Multiliteracies Pedagogy

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