Practicing multiliteracies to enhance EFL learners’ meaning making process and language development: a multimodal Problem-based approach

Lee, Sy-Ying; Lo, Yi-Hsuan; Chin, Ting-Chin

doi:10.1080/09588221.2019.1614959

Cited by 37 publications

(18 citation statements)

References 25 publications

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“…Working in an EFL setting, Lee, Lo, and Chin (2019) were interested in determining, inter alia , to what extent extended engagement with a multimodal project designed to encourage recursive reading/writing processes would boost the English-language acquisition of the 38 participating Taiwanese students. Corpus analysis with Compleat Lexical Tutor was employed to analyse all drafts of the students’ project at lexical, sentential, and textual levels.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Although multiliteracies proponents have long called for a transformed literacy pedagogy that explicitly attends to multimodal meaning-making (The New London Group, 1996), exclusive focus on traditional print literacy is still not uncommon in English as a Second Language (ESL, English-dominant) and EFL (English as a foreign language) contexts (Caplan and Johns, 2019; Lee et al 2019). Such ‘extras’ as digital multimodal assignments may be viewed as distracting, or worse, detracting from efforts to meet the perceived needs of language learners for basic target-language academic literacy (Casanave, 2017), such as mastery of the assumed foundational five-paragraph essay (Caplan and Johns, 2019).…”

Section: Introductionmentioning

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%

Section: Introductionmentioning

confidence: 99%

Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions

Kim

Belcher

2020

RELC Journal

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“…Previous work has found that students using MALL outperform their peers without MALL support; for example, in oral communication (Lan & Lin, 2016) and in English writing (Gharehblagh & Nasri, 2020). Even at the nonlinguistic level, Lee, Lo and Chin (2021) showed that mobile technologies support the integration of multimodal information and Bilingualism: Language and Cognition social interaction, which can trigger intercultural learning and increase multicultural awareness. Lomicka and Ducate (2021) also encouraged students to work with peers collaboratively, and through posts at Padlet, a social networking app, the students could share ideas and knowledge about culture and cultural experiences.…”

Section: Mobile-assisted Language Learning (Mall)mentioning

confidence: 99%

Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain

2021

Bilingualism

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How can we leverage digital technologies to enhance language learning and bilingual representation? In this digital era, our theories and practices for the learning and teaching of second languages (L2) have lagged behind the pace of scientific advances and technological innovations. Here we outline the approach of digital language learning (DLL) for L2 acquisition and representation, and provide a theoretical synthesis and analytical framework regarding DLL's current and future promises. Theoretically, DLL provides a forum for understanding differences between child language and adult L2 learning, and the effects of learning context and learner characteristics. Practically, findings from learner behaviors, cognitive and affective processing, and brain correlates can inform DLL-based language pedagogies. Because of its highly interdisciplinary nature, DLL can serve as an approach to integrate cognitive, social, affective, and neural dimensions of L2 learning with new and emerging technologies including VR, AI, and big data analytics.

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“…Thus, as an educational tool, they help learners understand a large amount of valuable data in a relatively short time. Visuals are often a component of English language classes, but they are rarely the focal point of assessments (Caplan & Johns, 2019;Lee et al, 2021). ESP students need to acquire discipline-specific language and concepts in L2, and infographics can simplify this information to help students understand and assimilate content more easily (Manowong, 2017).…”

Section: The Use Of Infographics For Teaching and Assessmentmentioning

confidence: 99%

“…In this article, "authentic assessment" is a "meaningful application of essential knowledge and skills" (L. Li, 2018, p. 15) incorporating real-life tasks (Mueller, 2010). Assessment of ESP learning outcomes in Hong Kong university courses often employs traditional text-based academic essays and presentations, and this also tends to be the norm in ESP settings outside Hong Kong (Caplan & Johns, 2019;Lee, Lo, & Chin, 2021). This traditional assessment process does not always develop the range of skills and knowledge such as problem solving, decision making, critical thinking, communication, and collaboration that graduates need in their future discipline-related careers (Partnership for Learning, 2018).…”

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confidence: 99%

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

2021

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In recent years, digital technology advances have shifted how tertiary students produce and consume text, which many now view as a process of multiple modes of communication (Hafner, 2018). The ubiquity of technology in teaching and learning has allowed second language (L2) learners to "engage in multimodal composing and literacy practices" (Shin, Cimasko, & Yi, 2020, p. 1) to improve English language proficiency through a variety of text types (Barton & Potts, 2013;Belcher, 2017). Digital multimodal composing (DMMC) in second language writing, defined as "teaching writing as

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Practicing multiliteracies to enhance EFL learners’ meaning making process and language development: a multimodal Problem-based approach

Cited by 37 publications

References 25 publications

Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions

Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions

Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain

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

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