The development and validation of an L2 student digital multimodal composing competence scale

Zhang, Emily Di; Yu, Shulin

doi:10.1080/09588221.2023.2201342

Cited by 1 publication

(1 citation statement)

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“…In the last 15 years, this work and related JOURNAL TITLE frameworks such as Learning by Design (Kalantzis, Cope, and the Learning by Design Project Group 2005; Kalantzis et al 2016) have percolated into second language (L2) instruction (Elola and Oskoz 2017;Paesani and Menke 2023;Zapata 2022), providing learners with opportunities to both interact with authentic, multimodal L2 texts and produce artifacts in which the L2 is combined with other modes of communication (e.g., visual, auditory, gestural, etc.). Often, these student-created products entail the use of digital tools, and thus, this practice has been defined as digital multimodal composing (DMC; Zhang and Yu 2023b).…”

Section: Introductionmentioning

confidence: 99%

Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books

Mesa Morales,

Zapata

2024

The International Journal of Literacies

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This work explores the incorporation of children's books into university second language (L2) Spanish instruction for the development of students' critical multimodal literacies and meaning making. Twenty-three learners' collaborative analysis of authentic children's stories in the target language and the production of their own were grounded in the multiliteracies framework Learning by Design. Instruction also included a focus on the responsible use of AI generative technologies. The article first describes the pedagogical intervention that guided students' work in a beginning Spanish class in the United States. This is followed by the examination of the student-created multimodal stories based on Zhang and Yu's (2023a,b) dimensions of digital multimodal composing competence. Findings show that learners were able to produce creative artifacts that were thematically and linguistically appropriate for a children's audience. Some stories also reflected socially relevant issues and aspects of students' lifeworlds. Nevertheless, all products also point to learners' difficulty with the choice, organization, and integration of different modes of communication and their limited understanding of their intended audience's needs, which affected the effectiveness of the messages conveyed. Based on these results, we offer suggestions to address possible shortcomings in the adoption of digital multimodal composing in beginning L2 classes.

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Section: Introductionmentioning

confidence: 99%