2022
DOI: 10.1080/01434632.2022.2086257
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Promoting EFL learners’ willingness to communicate through transmediation in a digital storytelling workshop

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Cited by 8 publications
(5 citation statements)
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“…The DMC tasks that were described in the studies incorporated the use of various multimodal resources to create videos (e.g., Kim & Belcher, 2020;Chen, 2018;Jiang, 2018), to develop presentation materials (e.g., Li, 2022;Seau, Azamn, & Noor, 2018;Shen, Hao, & Peng, 2022), to write collaboratively (e.g., Zenouzagh, 2022), and to create memes (e.g., Smith, 2021). In addition, there was one study focusing on students' DMC tasks within the researcher's developed application (Lin et al, 2021) and one study focusing on the resemiotization of one type of text into another one (Lo, Lee, & Tien, 2020).…”
Section: Resultsmentioning
confidence: 99%
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“…The DMC tasks that were described in the studies incorporated the use of various multimodal resources to create videos (e.g., Kim & Belcher, 2020;Chen, 2018;Jiang, 2018), to develop presentation materials (e.g., Li, 2022;Seau, Azamn, & Noor, 2018;Shen, Hao, & Peng, 2022), to write collaboratively (e.g., Zenouzagh, 2022), and to create memes (e.g., Smith, 2021). In addition, there was one study focusing on students' DMC tasks within the researcher's developed application (Lin et al, 2021) and one study focusing on the resemiotization of one type of text into another one (Lo, Lee, & Tien, 2020).…”
Section: Resultsmentioning
confidence: 99%
“…This article reviewed 20 empirical studies on digital multimodal composing, especially to examine the DMC tasks implemented in the post-secondary EFL context and what implications are yielded from the implementations. Borrowing from the research strands found in Li and Akoto (2021), the findings showed that the DMC projects practiced in the post-secondary EFL context involved multimodal appropriating such as meme creation (Smith, 2021) and multimodal presentation (Seau, Azamn, & Noor, 2018), multimodal remixing and code-meshing such as mixing cultural resources (Jiang, 2022), and voice/identity/attitude expression such as learning investment and identity development of EFL learner from ethic Chinese minority group (Jiang, Yang, & Yu, 2020) and students' willingness to participate (Shen, Hao, & Peng, 2022). The results on DMC tasks in the studies were reported to afford students' improvement on digital literacy skills, English language skills, engagement and investment, critical thinking and creativity, and overall attitude in composing.…”
Section: Discussionmentioning
confidence: 97%
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