Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning

Kim, YouJin; Kang, Sang-Hee; Nam, Eunice Yunjung; Skalicky, Stephen

doi:10.1016/j.system.2022.102722

Cited by 13 publications

(9 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(2014) (see the Appendix for the rubric from Kim et al. (2022)). Because different genres were used across tasks in the current study, the analytic rubric was modified accordingly for each task.…”

Section: Methodsmentioning

confidence: 99%

“…In particular, assessing DMC has been a challenge because meaning construction through DMC is accomplished by the use of multiple semiotic tools such as linguistic, visual, and auditory modes rather than the sole use of linguistic mode (Kang & Kim, 2021). Previous research that examined quality of DMC has focused on evaluating different aspects of the final project (Hsieh, 2021; Hsieh & Lee, 2021; Hung et al., 2013; Kang & Kim, 2021; Kim & Kang, 2020; Kim et al., 2022). A variety of elements assessed through a rubric include language‐related factors (grammar, vocabulary, pronunciation, organization, content, and mechanics), multimodality‐related factors (e.g., multimodal design), delivery (e.g., pace), and task‐related factors (e.g., task fulfillment).…”

Section: Literature Reviewmentioning

confidence: 99%

“…quality of DMC outcomes, we employed an analytic rubric used inKim et al (2022), which was developed based onBurnett et al (2014) (see the Appendix for the rubric fromKim et al (…”

mentioning

confidence: 99%

See 2 more Smart Citations

EFL adolescent learners’ perceptions of digital multimodal composing tasks and task outcomes: A longitudinal study

Kang

Kim

2023

Int J App Linguistics

Self Cite

View full text Add to dashboard Cite

Although the value of digital multimodal composing (DMC) in language learning is being increasingly recognized, longitudinal studies focusing on second language (L2) students’ DMC practices are scarce. To fill the gap, this multi‐case study aimed to explore English as a foreign language adolescent learners’ evolving perceptions of the role of DMC tasks in English learning and the relationship between the quality of DMC task outcomes and learners’ perceptions over 7 months. Eight DMC tasks were implemented in an English composition class, and perceptions and task outcomes of three focal participants were tracked over time. Data were collected from multiple sources, such as a learner background questionnaire, a digital literacy questionnaire, semi‐structured interviews, reflection surveys, and the scores of students’ DMC tasks. Findings indicate that although all three participants acknowledged a beneficial role of DMC practices, each participant's perception exhibited different patterns over time: two kept the similar perceptions (negative and positive for each) and one showed a change in her perceptions (negative to positive). Results suggest that this difference could be attributed to various factors, including perceived level of digital literacy, the ongoing learning experience with DMC tasks, and understanding of multimodality. Regarding the relationship between the quality of DMC outcomes and students’ perceptions, although all three learners tended to perform better on their tasks over time, participants’ attitudes seemed to mediate the quality of DMC products. Pedagogical implications of the study are discussed in light of important considerations when implementing DMC tasks in L2 classrooms.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

EFL adolescent learners’ perceptions of digital multimodal composing tasks and task outcomes: A longitudinal study

Kang

Kim

2023

Int J App Linguistics

Self Cite

View full text Add to dashboard Cite

show abstract

“…To identify valid, evidence-based task design options for DMC, it will be useful to first conceptualise DMC task and its design. With reference to previous work on DMC tasks (Hafner, 2013;Kim et al, 2022), the concept of a DMC task can be defined as a task in which L2 learners construct meanings by incorporating various modes of communication. The task outcome can include a variety of genres, from digital video scientific documentaries to infographics.…”

Section: Research Taskmentioning

confidence: 99%

Digital multimodal composing in L2 classrooms: A research agenda

Jiang,

Hafner

2024

Lang. Teach.

View full text Add to dashboard Cite

Research on digital multimodal composing (DMC) in second language (L2) classrooms has proliferated considerably in recent years, to a large extent in response to the changing digital and multimodal communication landscape. This article offers a research agenda on DMC in L2 classrooms. We begin with a theoretically oriented overview of DMC scholarship. We then examine seven research themes for future research inquiry, from which we draw seven research tasks. The seven themes are: (1) the effectiveness of DMC for L2 writing development; (2) DMC task design; (3) L2 teacher education/training for implementing DMC; (4) feedback practice for DMC; (5) DMC assessment; (6) collaborative DMC as a translanguaging space; and (7) the deployment of DMC for critical digital literacies. Throughout the article, we refer to interdisciplinary scholarship and methods from multimodality, L2 writing, composition studies, new literacy studies, language teacher education, and computer-assisted language learning. The seven research tasks represent what we see as the essential next steps for understanding DMC, which is a young domain that has great potential to advance L2 language and literacy education in the digital age.

show abstract

“…As a cross-disciplinary field, DMC research has drawn upon diverse theoretical perspectives (e.g., linguistics, applied linguistics, education, and multimedia communication), with 72% of studies having clearly stated their theoretical underpinnings. Of all the theoretical frameworks, the social semiotic theory of multimodality (e.g., Hafner, 2020; Jocius, 2018; Lim & Nguyen, 2022) [16][17][18] and multiliteracies (e.g., Dahlström, 2021;Maghsoudi et al, 2022) [19][20] [24][25][26] and concepts or approaches in second language acquisition like investment and engagement (e.g., Jiang & Luk, 2016;Jiang et al, 2020aJiang et al, , 2020b [27][28][29] and task-based language teaching (e.g., Kim et al, 2022) [30]. Translanguaging, i.e.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Review of the Empirical Research on Digital Multimodal Composing in L2 Learning Contexts

Wang

Tengyao

2023

View full text Add to dashboard Cite

Driven by advances in multimedia technologies, digital multimodal composing (DMC) has gained growing scholarly interests. DMC affords language learners a new experience in language learning and use. While completing DMC projects, L2 learners construct meanings by assembling both linguistic and non-linguistic resources (e.g., visuals, audio, videos, etc.). This is largely in line with their out-of-class text composing experiences. To understand the state-of-the-art developments in DMC research, this article reviewed the empirical studies published between January 2011 and October 2022. It provides a general overview of these studies regarding the overall trends, theoretical underpinnings, research contexts, research methods, and major research strands. The research findings indicate: (1) DMC has been increasingly attended to by L2 researchers with the number of research articles showing an ascending trend; (2) These empirical studies were grounded in a variety of theories, including the social semiotic theory of multimodality, multiliteracies, task-based language teaching, social/cultural construction, meta-functions of systemic-functional linguistics, translanguaging, and others; (3) The bulk of research has been investigated in tertiary schools, although the research contexts were diversified; (4) Most studies were conducted qualitatively; (5) Scholarly attention has been paid to four major strands: composing process, teachers' and learners' perceptions of DMC, DMC's impact on L2 development, and assessment of DMC artifacts. The major research strands and sample studies were discussed in detail. This article ends with recommendations for future studies.

show abstract

Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning

Cited by 13 publications

References 46 publications

EFL adolescent learners’ perceptions of digital multimodal composing tasks and task outcomes: A longitudinal study

EFL adolescent learners’ perceptions of digital multimodal composing tasks and task outcomes: A longitudinal study

Digital multimodal composing in L2 classrooms: A research agenda

Review of the Empirical Research on Digital Multimodal Composing in L2 Learning Contexts

Contact Info

Product

Resources

About