The affordances of digital multimodal composing for EFL learning

Jiang, Lianjiang

doi:10.1093/elt/ccw098

Cited by 102 publications

(59 citation statements)

References 7 publications

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“…The study reveals that although Tashi was disempowered in her previous English learning experiences due to her linguistic, cultural, and economic differences and disadvantages, she was empowered during DMC at Ocean University. The results resonate with the existing research on English learning supported by DMC in ESL/EFL classrooms (Hafner, 2015; Jiang, 2017; Y.‐F. Yang, 2012), and this study contributes to the literature by demonstrating how and why DMC could afford a learning space for ethnic minority students to invest in English learning.…”

Section: Discussionsupporting

confidence: 88%

“…Third, the peer support, the teacher’s recognition of cultural differences, and the collaborative learning that Tashi gained during DMC also greatly empowered her. The role of collaboration and community has been highlighted in the existing literature (Hafner, 2015; Han et al, 2016; Jiang, 2017), but this study adds that for ethnic minority students who fear embarrassing themselves when using English in class, the recognition of cultural and multilingual differences from teachers and students plays an essential role in mitigating their fear and giving them power to gradually develop confidence.…”

Section: Discussionmentioning

confidence: 83%

“…To prepare ethnic minority students for investment and success in EFL learning, it is important to help them gain the abilities necessary for effective participation in classrooms, which normally function as a major venue for English communication in many non‐English‐dominant contexts (Pei, 2015). It is also essential for these students to have access to a range of resources, which include but are not limited to peer support, collaborative learning community, and guided engagement with online media, given the saturation of digital technologies in the contemporary landscape of English education (Hafner, 2015; Han et al, 2016; Jiang, 2017). However, given the inequalities in accessing the internet and digital technologies, there is also a significant “digital divide” (Fairlie, 2004) between ethnic minority and majority groups.…”

Section: Dmc and Ethnic Minority Students’ Investment In English Learmentioning

confidence: 99%

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Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing

Jiang

Yang

Yu³

2020

TESOL Quarterly

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Although it has been well noted in TESOL that ethnic minority students often experience difficulties in mainstream English classrooms, whether and how such students can be empowered in their English learning remains underexplored. This article reports on a longitudinal case study of a Chinese ethnic minority student’s participation in a digital multimodal composing (DMC) project and its pertinent impact on the student’s investment in EFL learning. Data were gathered through semistructured interviews, classroom observations, informal conversations, written reflections, and student‐authored multimodal videos. The study found that using DMC in mainstream English classrooms constitutes a promising empowering and culturally sustaining strategy for facilitating ethnic minority students’ investment in English learning. Through DMC, the ethnic minority student not only gained access to peer support and a collaborative learning community that was underemphasized in traditional classes, but also learned to capitalize on her ethnic knowledge as essential cultural capital for in‐class participation. Noting the empowering role of DMC in positive ethnic identity constructions of the minority student and the investment in English learning, this study calls for attention to the importance of multimodality and the relevant literacy practices in empowering ethnic minority students to cross the linguistic and digital divides in mainstream classrooms.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 83%

Section: Dmc and Ethnic Minority Students’ Investment In English Learmentioning

confidence: 99%

See 1 more Smart Citation

Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing

Jiang

Yang

Yu³

2020

TESOL Quarterly

Self Cite

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“…The findings are expected to complement the existing studies which focus solely on multimodal composing in language learning contexts (e.g. Hafner & Miller, 2011; Jiang, 2017, 2018; Yeh, 2018). Unlike previous studies which prescribed learners to complete certain types of multimodal projects (Gunsberg, 2015; Kirchoff & Cook, 2016; Smith, 2017, 2018, 2019; Vasudevan et al, 2010), the current study did not restrict students on their choices of mediums.…”

supporting

confidence: 72%

“…This experience will enable students to “decide which text type will be most effective for a particular rhetorical situation” (Kirchoff & Cook, 2016). Insights gained from this study will add more dimensions and depth to the existing research which tends to solely focus on the potentials of different forms of multimodal composing, such as digital storytelling (Del‐Moral‐Pérez et al, 2019; Yang, 2012), multimedia essays (Gunsberg, 2015; Nelson, 2006) and video projects (Hafner & Miller, 2011; Jiang, 2017, 2018; Yeh, 2018). As Lim (2018) states, multimodal literacy is about “understanding the affordances, that is the potentials and limitations, of the different meaning‐making resources, as well as how they work together to produce a coherent and cohesive multimodal text” (p. 1).…”

Section: Composing Print Essays Versus Composing Across Modesmentioning

confidence: 99%

Composing print essays versus composing across modes: students' multimodal choices and overall preferences

Chen

2020

Literacy

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The current study presents results from students' engagement of composing print essays and composing across modes on the same topic. It builds on the premise that print‐based reading and writing should complement and coexist with multimodal pedagogy. A group of Taiwanese adolescent students were invited to complete one print essay and one multimodal product on the same topic of “My favorite place in the world”. For their multimodal product, students were required to use at least two modes (e.g. words and image, sounds and words) in any medium (e.g. video, collage, scrapbook or website) of their choice. It was found that the most frequently used medium for students' multimodal projects was video which incorporated words, sounds and visuals. Most students felt that for the topic of “My favorite place in the world”, their multimodal products helped them to convey their ideas better because they provided the audience with more sensory information. To conclude the paper, a few future research directions are outlined to help move the research of multimodal composing forward.

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A classroom practitioner's self‐study on theorizing a practicality ethic framework for adopting digital affordances in language education

Yan

2024

Future in Educational Research

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This article recounts a classroom practitioner's doing and thinking on the adoption of digital affordances in the context of Languages Other Than English education at an Australian school. Through the lens of practicality ethic, this practitioner employs a self‐study methodology to explore the dynamic relationships between private theories of teaching and teacher agency in their daily use of Information and Communications Technology. Using qualitative data and content analysis, this study explains how a teacher's situated knowledge influences their decision‐making when adopting specific affordances. The findings of this self‐study generate a unique type of knowledge, bridging the gap between theoretical usefulness and practical relevance in technology use. It sheds light on the significance of considering teachers' situatedness, their judgment, and their capacity to enhance classroom experiences. Through this self‐study, a practicality framework is developed, providing practitioners with an evidence base to examine their everyday use of technology. This line of self‐study scholarship rethinks and reframes educational research, highlighting the contemporary realities of teaching and learning. It offers an in‐depth understanding of how and why practitioners adopt specific digital affordances based on what they consider important. The article concludes with several critical implications for practitioners, policymakers, and academic researchers. Future research is recommended to explore collaborative self‐studies and studies across different curricula or various educational settings. Alternatively, nonreductive data analysis and other theoretical perspectives can be explored.

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The affordances of digital multimodal composing for EFL learning

Cited by 102 publications

References 7 publications

Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing

Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing

Composing print essays versus composing across modes: students' multimodal choices and overall preferences

A classroom practitioner's self‐study on theorizing a practicality ethic framework for adopting digital affordances in language education

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