Writing Roles: A Model for Understanding Students’ Digital Writing and the Positions That They Adopt as Writers

Nordmark, Marie

doi:10.1016/j.compcom.2017.09.003

Cited by 9 publications

(10 citation statements)

References 13 publications

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“…Among all areas of language pedagogy, the impact of Facebook on production skills received the greatest attention. Of the 16 studies in this category, 15 dealt with writing (i.e., Amicucci, ; Aydin, ; Barrot, ; Dizon, ; Karimuddin & Haryanto, ; Kitchakarn, ; Nordmark, ; Razak, Saeed, & Ahmad, ; Reid, ; Shepherd, ; Shih, ; Sipacio, ; Suthiwartnarueput & Wasanasomsithi, ; Tananuraksakul, ; Wichadee, ) and 1 on speaking (i.e., Sun & Yang, ).…”

Section: Resultsmentioning

confidence: 99%

“…He added that students who liked writing or considered themselves as good writers saw the connection between Facebook and composition writing. Other useful contributions on this area are the studies of Nordmark () and Reid (). Nordmark () examined students' digital writing and the role that they adopt as writers.…”

Section: Resultsmentioning

confidence: 99%

“…Other useful contributions on this area are the studies of Nordmark () and Reid (). Nordmark () examined students' digital writing and the role that they adopt as writers. In this study, she argued that using Facebook as a rhetorical space changed students' writing in school from individualistic to collective writing tasks.…”

Section: Resultsmentioning

confidence: 99%

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Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017

Barrot

2018

Computer Assisted Learning

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The increasing popularity of Facebook has prompted scholars and educators to explore its potentials as a learning environment for various fields of education. Along this line, several reviews of literature have been written about the educational use of Facebook; however, none of them have focused on a specific field of interest such as language pedagogy. Thus, this paper defines the contour of scholarly literature on Facebook as a technology-enhanced learning environment in language teaching and learning. Using Scopus database as a source, 41 scholarly documents were retrieved and analysed. The demographics of the selected studies show that most of the published research came from Asia and were conducted in the higher education context. In terms of foci of interest, most of the studies focused on developing students' general language proficiency and productive skills. Although a great majority of the studies relied on self-report data and preexperimental research, the current literature suggests the viability of integrating Facebook into language pedagogy.Suggestions for future studies are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017

Barrot

2018

Computer Assisted Learning

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“…Even back in 2010, almost 100% of US university students had access to the Internet (Smith, Rainie, & Zickuhr, 2011) , 2018). In Sweden, 90% of students say they often or always use computers for written compositions and assignments (Nordmark, 2017). In these circumstances, with the increasing use of computers and widespread Internet availability, there is no doubt that the vast majority of students are adept computer and Internet users who are accustomed to typewriting.…”

Section: Discussionmentioning

confidence: 99%

Chinese Writing Composition Among CFL Learners: A Comparison Between Handwriting and Typewriting

Zhang

2019

Computers and Composition

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Situated in the context of CFL (Chinese as a foreign language), the current study examines and compares texts produced by twelve pre-intermediate CFL learners using both pen-and-paper and the pinyin input system. The participants were also invited for interviews to investigate their attitudes towards handwriting and typewriting. Because of the ease of use of the pinyin input system, CFL learners tend to prefer it over writing by hand when composing lengthy texts. Based on the evaluations of fifteen professional CFL teachers, the typewritten texts were rated higher than the handwritten ones. Using the self-report empathy test, there was no significant correlation between an evaluator's empathy and his/her rating for the texts, whether composed by hand or with pinyin input. Pedagogically, typewriting might better assist Chinese language learning after handwriting has been introduced and practised among non-beginner CFL learners. The empathy effect on handwriting reported in previous literature is not found in the study. The study goes beyond the factors influencing typewriting and typewritten essays, to encourage future research investigating when to introduce computer-based writing and how it would best assist in language learning.

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“…Diferentes investigadores enfatizan este foco a fin de evitar dicotomías y perspectivas binarias. Por ejemplo, la que contrasta lo verbal como antiguo y lo multimodal como nuevo (ver Prior, 2005, para esta crítica) o la que distingue las prácticas digitales como extraescolares y las prácticas no digitales como escolares, en vez de estudiar cómo los estudiantes transfieren habilidades, recursos y saberes vinculados con las prácticas digitales desde y hacia el entorno escolar (Nordmark, 2017). O la dicotomía que delimita las prácticas online y offline y lleva a concentrarse únicamente en las escrituras en entornos virtuales, en lugar de considerar la permanente interacción entre las prácticas en ambos espacios y la construcción de identidades a través de ellos (ver Blommaert en este número).…”

Section: Prácticas De Escritura Digitales Y Producción De Identidadesunclassified

Escritura e identidad: perspectivas socioculturales

Atorresi

Eisner

2021

Enunciación

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A pesar del pronunciado giro identitario experimentado por los estudios socioculturales de la escritura durante los últimos 25 años, los posibles diálogos entre las diferentes tradiciones de investigación han sido poco explorados. Este artículo recorre los principales aportes de las distintas perspectivas que confluyen en el estudio de la escritura y la identidad –los nuevos estudios de literacidad, los estudios con aportes de la psicología sociocultural, la sociolingüística de la escritura y los estudios de multiliteracidades, nuevas literacidades y multimodalidad–, con énfasis en el surgimiento y el desarrollo de las investigaciones que toman este objeto en América Latina; describe y ejemplifica las orientaciones teórico-metodológicas que las investigaciones han seguido hasta el momento y presenta los artículos que componen este número monográfico. El artículo muestra un cuerpo de trabajos en expansión, establece conexiones entre líneas de investigación de diferente procedencia e ilustra nuevos abordajes teóricos y metodológicos que abren nuevas visiones sobre los textos, los procesos de escritura y los escritores al enfocarse en las prácticas que se realizan en contextos socioculturales específicos.

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Writing Roles: A Model for Understanding Students’ Digital Writing and the Positions That They Adopt as Writers

Cited by 9 publications

References 13 publications

Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017

Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017

Chinese Writing Composition Among CFL Learners: A Comparison Between Handwriting and Typewriting

Escritura e identidad: perspectivas socioculturales

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