Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44612

Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing

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Item Summary

Title:Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing
Authors:Dzekoe, Richmond
Keywords:Revision
L2 Writing
Multimodality
Online
L2 Acquisition
show 1 moreL2 Composition
show less
Date Issued:01 Jun 2017
Publisher:University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation:Dzekoe, R. (2017). Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing. Language Learning & Technology, 21(2), 73–95. https://dx.doi.org/10125/44612
Abstract:This study investigated how 22 advanced-low proficiency ESL students used computer-based multimodal composing activities (CBMCAs) to facilitate self-revision and learn English through academic writing in the USA. The CBMCAs involved a combination of writing, listening, visual analysis, and speaking activities. The research was framed within an integrated theoretical framework of multimodality, the noticing hypothesis, and the multi-dimensional model of revision. Data include surveys, students’ revision history, online multimodal posters, reflections, screen recordings of listening activities, stimulated recall interviews, final written drafts, and scores on those drafts. Data collection and analysis followed a descriptive case study design with embedded quantitative data. Findings indicate that CBMCAs helped students discover specific rhetorical and linguistic elements that they used to revise their written drafts. In addition, students reported that the activities helped them develop language and voice to convey ideas that they were struggling to express using the written mode alone. Contrary to findings in most previous research, the students did more content-level than surface-level revisions. Also, there was a significant correlation between total frequency of revision and text quality. The practical and theoretical implications of these findings for L2 writing pedagogy and research are discussed.
URI:http://hdl.handle.net/10125/44612
ISSN:1094-3501
1094-3501
Journal:Language Learning & Technology
Volume:21
Issue/Number:2
Appears in Collections: Volume 21 Number 2, June 2017


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