Understanding multimodal composing in an L2 writing context

Miller-Cochran, Susan

doi:10.1016/j.jslw.2017.10.009

Cited by 7 publications

(2 citation statements)

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“…Thisarticlehasreviewed26recentstudiesonL2digitalmultimodalcomposing(DMC).Thisreview hasshownthatmostoftheresearchhasfocusedonDMCintheESL/EFLcontexts,andthecurrentbody ofliteratureseemedtobedominatedbyexploratoryqualitativestudies,addressingdigitalmultimodal processesandstudentperceptions.Thereviewedstudiessupportpreviousfindingsthatincorporation ofmultimodalwritingintoL2classeshelpsexpandtherangeofstudents'communicationoptions throughnewgenrestoawideaudienceandresultsinpositiveoutcomeinmanyaspects (Belcher, 2017;Miller-Cochran, 2017;Oskoz & Ilola, 2016a). As discussed earlier, DMC connects to L2 students'livesandcommunity,developstheiridentity,andscaffoldsmeaningmakingbydrawingon theirheritagelanguageandculture (Jiang,Yang,&Yu,2020;Smithetal.,2017).…”

Section: Discussionmentioning

confidence: 92%

Review of Recent Research on L2 Digital Multimodal Composing

Akoto

2021

International Journal of Computer-Assisted Language Learning and Teaching

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This article reviews 26 empirical studies on digital multimodal composing (DMC) published in well-established journals between 2010 and 2020. It provides a holistic overview of these studies in terms of context and participants, multimodal tasks, technology, and research data. Research strands and themes are also identified. This review shows that most studies on DMC were conducted in tertiary ESL/EFL contexts. The research was informed by various theoretical/pedagogical frameworks across multiple disciplines. The multimodal writing tasks included digital storytelling, digital video production, and multimodal presentation. Data were analyzed to address three main strands: 1) L2 students' DMC process, 2) students' perceptions of DMC, and 3) effects of DMC. Of note, DMC practices were reported to have benefited L2 students, such as enhancing audience and genre awareness, learner autonomy, language learning investment, identity development, multimodal communicative competence, and L2 competence. This article ends with pedagogical recommendations and directions for future research.

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Section: Discussionmentioning

confidence: 92%

Review of Recent Research on L2 Digital Multimodal Composing

Akoto

2021

International Journal of Computer-Assisted Language Learning and Teaching

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“…From an instructional strategy perspective, DMC is in harmony with a pedagogy of multiliteracies propounded by the New London Group (1996), entailing the term design that both refers to semiotic tools and the manner in which they can be employed (Tan & Matsuda, 2020). L2 writing research has therefore sanctioned DMC as an integral component of writing instruction, as it is crucial to expose L2 learners to the constituents of technology-based literacies, such as producing multimodal essays (Miller-Cochran, 2017).…”

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confidence: 99%

EFL Learners' Perceptions and Attitudinal Fluctuations Toward Digital Multimodal Composition

Alrajhi

2023

International Journal of Computer-Assisted Language Learning and Teaching

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This longitudinal study used a mixed-methods approach to investigate multiple digital multimodal composition (DMC) tasks effect on EFL learners' attitudes toward DMC. The sample consisted of Arabic-speaking students (n = 40), enrolled in an English language program at a Saudi university. Data comprised multiple sources, including five online tasks, five questionnaires, reflections, and focus group discussions. The findings show that students maintained positive attitudes toward DMC, suggesting that such attitudes are not a consequence of the novelty effect, postulated in previous cross-sectional research. Furthermore, there is a significant attitudinal fluctuation observed in attitudes toward how DMC facilitates meaning communication. Meanwhile, major themes emerged that explain positive attitudes, including enjoyability, communication, motivation, Second language and writing development, and satisfaction. Conversely, the availability of nonlinguistic components might pose negative effects on learners. This paper sheds light on pedagogical implications and avenues for future research.

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Multimodality and Language Learning

Dressman¹

2019

The Handbook of Informal Language Learning

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Understanding multimodal composing in an L2 writing context

Cited by 7 publications

References 3 publications

Review of Recent Research on L2 Digital Multimodal Composing

Review of Recent Research on L2 Digital Multimodal Composing

EFL Learners' Perceptions and Attitudinal Fluctuations Toward Digital Multimodal Composition

Multimodality and Language Learning

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