Preparing learners for digitally mediated academic communication: Digital multimodal practice in students’ knowledge dissemination videos

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of English for Academic Purposes Pub Date : 2024-08-14 DOI:10.1016/j.jeap.2024.101429
Qing Huang , Sichen Xia
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Abstract

The advancement of digital technologies requires English for Academic Purposes (EAP) education to incorporate digital-multimodal approaches in curriculum development to prepare learners for academic communication in this digital era. One such effort is the integration of digital multimodal composition (DMC). While the existing studies have investigated pedagogical practice involving DMC, there is still a lack of a systematic identification of the multi-semiotic communicative patterns in students' DMC performance. Using a systemic functional approach to multimodal discourse analysis (SF-MDA) and social semiotics approach to multimodality, the study aims to explore the patterns and characteristics of student-generated knowledge dissemination videos, a kind of DMC specifically pertaining to disciplinary communication targeting non-specialists. The analysis displays students' discursive patterns in the creation of interpersonal, ideational, and textual meanings. It is found that students excel in creating interpersonal meaning through configuring embodied and filmic modes and using popular visuals. However, their performance in conveying ideational and textual meaning needs improvement. Some students rely on technical language with unclear visuals, while others use a limited range of semiotics. Textual meaning created in the videos shows intermodal and intramodal incoherence. These findings can inform EAP course development and enhance students’ digital multimodal proficiency in academic communication.

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让学习者为以数字为媒介的学术交流做好准备:学生知识传播视频中的数字多模态实践
数字技术的发展要求学术英语(EAP)教育在课程开发中融入数字多模态方法,为学习者在数字时代进行学术交流做好准备。数字多模态作文(DMC)就是其中之一。虽然现有的研究已经对涉及 DMC 的教学实践进行了调查,但仍然缺乏对学生 DMC 表现中的多重交际模式的系统识别。本研究采用多模态话语分析的系统功能方法(SF-MDA)和多模态的社会符号学方法,旨在探索学生制作的知识传播视频的模式和特征,这是一种专门针对非专业人员的学科交流的 DMC。分析展示了学生在创造人际意义、意识形态意义和文本意义方面的话语模式。研究发现,学生擅长通过配置体现和电影模式以及使用流行的视觉效果来创造人际意义。然而,他们在传达表意和文本意义方面的表现有待改进。一些学生依赖技术性语言,视觉效果不清晰,而另一些学生则使用了有限的符号。视频中产生的文本意义显示出模式间和模式内的不连贯。这些发现可以为 EAP 课程开发提供参考,并提高学生在学术交流中的数字多模态能力。
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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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