Reexamining feedback on L2 digital writing
The integration of digital multimodal composing (DMC) in the second language (L2) and heritage language (HL) classrooms has expanded our notion of writing, shifting from a focus on the written mode to include other modes of expression (e.g., visual, textual, or aural). Notwithstanding the increasing...
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| Format: | Article |
| Language: | English |
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Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University
2022-12-01
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| Series: | Studies in Second Language Learning and Teaching |
| Subjects: | |
| Online Access: | https://pressto.amu.edu.pl/index.php/ssllt/article/view/36604 |
| _version_ | 1797973828715937792 |
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| author | Idoia Elola Ana Oskoz |
| author_facet | Idoia Elola Ana Oskoz |
| author_sort | Idoia Elola |
| collection | DOAJ |
| description | The integration of digital multimodal composing (DMC) in the second language (L2) and heritage language (HL) classrooms has expanded our notion of writing, shifting from a focus on the written mode to include other modes of expression (e.g., visual, textual, or aural). Notwithstanding the increasing presence of L2 multimodal learning tasks, which combine different semiotic resources (e.g., language and visual components such as images or videos) as intrinsic elements used to generate meaning, instructors have not yet modified the way in which they provide feedback. That is, despite the increasing integration of different modes in a multimodal task, instructors still focus exclusively on language development – replicating the feedback behaviors modeled by non-digital writing assignments – rather than on all the components of multimodal texts. In digitally influenced environments and societies, however, there is a need to reconsider our approaches to feedback to pay greater attention to the linguistic and nonlinguistic elements of DMC. With the scarcity of research on feedback in DMC, this article first identifies a gap in multimodal teaching and research regarding the role and focus on feedback in DMC, and, second, provides an assessment rubric from which to base formative feedback that addresses both linguistic and nonlinguistic elements to help students develop their multimodal texts. |
| first_indexed | 2024-04-11T04:10:25Z |
| format | Article |
| id | doaj.art-1c03138ca34e4c69ad3de17961591876 |
| institution | Directory Open Access Journal |
| issn | 2083-5205 2084-1965 |
| language | English |
| last_indexed | 2024-04-11T04:10:25Z |
| publishDate | 2022-12-01 |
| publisher | Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University |
| record_format | Article |
| series | Studies in Second Language Learning and Teaching |
| spelling | doaj.art-1c03138ca34e4c69ad3de179615918762023-01-01T09:37:18ZengDepartment of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz UniversityStudies in Second Language Learning and Teaching2083-52052084-19652022-12-0112457559510.14746/ssllt.2022.12.4.3Reexamining feedback on L2 digital writing Idoia Elola0 Ana Oskoz1Texas Tech University, Lubbock, USA Texas Tech University, Lubbock, USA The integration of digital multimodal composing (DMC) in the second language (L2) and heritage language (HL) classrooms has expanded our notion of writing, shifting from a focus on the written mode to include other modes of expression (e.g., visual, textual, or aural). Notwithstanding the increasing presence of L2 multimodal learning tasks, which combine different semiotic resources (e.g., language and visual components such as images or videos) as intrinsic elements used to generate meaning, instructors have not yet modified the way in which they provide feedback. That is, despite the increasing integration of different modes in a multimodal task, instructors still focus exclusively on language development – replicating the feedback behaviors modeled by non-digital writing assignments – rather than on all the components of multimodal texts. In digitally influenced environments and societies, however, there is a need to reconsider our approaches to feedback to pay greater attention to the linguistic and nonlinguistic elements of DMC. With the scarcity of research on feedback in DMC, this article first identifies a gap in multimodal teaching and research regarding the role and focus on feedback in DMC, and, second, provides an assessment rubric from which to base formative feedback that addresses both linguistic and nonlinguistic elements to help students develop their multimodal texts.https://pressto.amu.edu.pl/index.php/ssllt/article/view/36604digital multimodal composingdigital feedback for multimodal textsnonlinguistic feedbackassessment rubricsliteracies |
| spellingShingle | Idoia Elola Ana Oskoz Reexamining feedback on L2 digital writing Studies in Second Language Learning and Teaching digital multimodal composing digital feedback for multimodal texts nonlinguistic feedback assessment rubrics literacies |
| title | Reexamining feedback on L2 digital writing |
| title_full | Reexamining feedback on L2 digital writing |
| title_fullStr | Reexamining feedback on L2 digital writing |
| title_full_unstemmed | Reexamining feedback on L2 digital writing |
| title_short | Reexamining feedback on L2 digital writing |
| title_sort | reexamining feedback on l2 digital writing |
| topic | digital multimodal composing digital feedback for multimodal texts nonlinguistic feedback assessment rubrics literacies |
| url | https://pressto.amu.edu.pl/index.php/ssllt/article/view/36604 |
| work_keys_str_mv | AT idoiaelola reexaminingfeedbackonl2digitalwriting AT anaoskoz reexaminingfeedbackonl2digitalwriting |