Where Multimodal Literacy Meets Online Language Learner Autonomy: “Digital Resources Give Us Wings”

Hauck, Mirjam; Satar, Müge; Kurek, Malgorzata

doi:10.1007/978-3-030-74958-3_5

Cited by 4 publications

(2 citation statements)

References 21 publications

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“…Language users can employ multiple digital resources to "represent their understanding of the world and to shape power relations with others" (Bezemer & Jewitt, 2009: 1). Yet not all language learners have equal symbolic and multimodal competence (Hauck & Satar, 2018;Hauck, Satar & Kurek, 2021;Satar, 2020). Although some can express their identities, emotions, and thoughts effectively achieving their intended impact, others' voices may not be listened to.…”

Section: Literature Reviewmentioning

confidence: 99%

Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology

Bilki¹,

Satar²,

Sak³

2022

ReCALL

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Virtual exchange (VE) is an ideal venue for digital literacy skills development (Fuchs, Hauck & Müller-Hartmann, 2012) and for critical digital literacy (CDL) (Hauck, 2019). Yet literacy is a fluid, deictic term, the meaning of which is context dependent, and digital literacies need to be defined and conceptualised within a specific context. Recent CALL literature highlights the interest in CDL from various perspectives, but how CDL is conceptualised by the VE participants themselves is not explored. Participants of this study were 37 trainee English language teachers in the UK and Turkey who joined a 6-week VE. Their ongoing reflections on CDL were captured through reflective e-portfolio entries following each VE task. Thematic analysis revealed four components of CDL in this specific VE: (1) participants’ awareness of digital affordances for self-expression, (2) semiotic and interactional means to build connections, (3) ensuring inclusiveness of all community members, and (4) implications of socio-political contexts of each participant for meaning-making and interaction. We conclude that in future pedagogical implementations of VE, facilitators can foster trainee teachers’ CDL development through more closely guided and informed reflection on the four themes presented in this paper. As such, this study makes a novel contribution to our understanding of CDL in VE settings for ELT teacher education by offering a social semiotic second language acquisition orientation within an interpretivist paradigm.

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Section: Literature Reviewmentioning

confidence: 99%

Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology

Bilki¹,

Satar²,

Sak³

2022

ReCALL

Self Cite

View full text Add to dashboard Cite

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“…The growing popularity of multimodal resources in technology mediated learning and teaching has highlighted learner competences and awareness of affordances available to learners in engaging them in tasks and hence exercising enhanced level of autonomy (Hauck et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments

Zenouzagh

Admiraal²,

Saab

2023

Educ Inf Technol

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Technology creates variant learning experiences which are context specific. This study examined the comparative potential of multimodal and text-based Computer Mediated Communication (CMC) in fostering learner autonomy, learner engagement and learner e-satisfaction as well as learner writing quality. To this end, 40 Iranian male and female EFL (English as foreign language) students were selected on the basis of their writing proficiency and were randomly assigned into text-based and multimodal CMC research groups. Learner autonomy was investigated using Van Nguyen and Habók ‘s learner autonomy questionnaire, which had 40 items rated on 5 point likert scale, both before and after the treatment. Student engagement was tracked by analyzing transcription of stored conversations of Moodle and Discussion logs of an online writing forum, using a coding scheme to identify cognitive, emotional, and behavioral student engagement. The potential of text-based CMC and Multimodal CMC in fostering writing quality was examined by comparing students’ writing before and after treatment. Finally, students were asked to write reflective essays on their evaluation of efficacy of the learning environments. Content analysis was conducted on the open and axial coding of indicators of student satisfaction. The results of between group comparison indicated that students were more autonomous in text-based modality than in multimodal CMC. Chi-square analysis indicated that text-based CMC group outperformed multimodal CMC group in terms of behavioral and cognitive engagement. Yet, multimodal CMC group reported higher emotional and social engagement. One-way ANCOVA results also indicated that the students in text-based CMC group outperformed Multimodal CMC group in terms of writing quality. Learner e-satisfaction was examined by network mapping of open codes of student reflective essays. The study identified four categories that reflected students’ e-satisfaction: learner dimension (including learners’ attitude, learner internet self-efficacy), teacher dimension (including teacher presence, teacher digital competences), curriculum dimension (including curriculum flexibility, course quality, flexibility in interaction support system) and internet dimension (including internet quality and support system). However, internet dimension received negative judgments from both groups. The implications of the study and suggestions for further research are discussed.

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Distinctions between mobile-assisted and paper-based EFL reading comprehension performance: reading cognitive load as a mediator

Yang

2022

Computer Assisted Language Learning

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Where Multimodal Literacy Meets Online Language Learner Autonomy: “Digital Resources Give Us Wings”

Cited by 4 publications

References 21 publications

Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology

Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology

Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments

Distinctions between mobile-assisted and paper-based EFL reading comprehension performance: reading cognitive load as a mediator

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