The affordances of digital multimodal composing for EFL learning

Lianjiang Jiang

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Literacy, Media, and Education EFL/ESL Teaching and Learning English Language Learning and Teaching

Abstract

There is growing interest in using digital multimodal composing (DMC) as an integral part of ELT pedagogy. While the use of DMC for multiliteracies development is well documented, the important question of how DMC can facilitate English learning is underexplored, particularly in EFL contexts. Drawing on findings from a DMC programme in China, this article investigates the affordances of DMC for EFL learning. Data from interviews and written reflections show that the integration of DMC in an EFL curriculum made available a range of technological, educational, and social affordances to students, with multifaceted and interconnected impacts on their EFL learning. The findings also show that it is possible to link DMC to students’ print-based literacy learning in EFL classrooms. Finally, this study proposes a framework to show how the affordances can facilitate students’ engagement with English learning. Implications for using DMC are also discussed.

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References

1994Qualitative Data Analysis: An Expanded Sourcebook 2003LITERACY IN THE NEW MEDIA AGE 2006Confronting the Challenges of Participatory Culture: Media Education for the 21st Century 2009Confronting the challenges of participatory cultures (media education for the 21st century)2015Remix Culture and English Language Teaching: The Expression of Learner Voice in Digital Multimodal Compositions

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2018Digital multimodal composing and investment change in learners' writing in English as a foreign language 2020Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing 2021Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape 2020Development of metalanguage for multimodal composing: A case study of an L2 writer’s design of multimedia texts 2024Digital multimodal composing in L2 classrooms: A research agenda 2022Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice 2020Special issue: Multimodal composing in multilingual learning and teaching contexts

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