Pub Date : 2025-01-18DOI: 10.1016/j.jslw.2025.101178
Ziqi Liu , Tsy Yih
{"title":"","authors":"Ziqi Liu , Tsy Yih","doi":"10.1016/j.jslw.2025.101178","DOIUrl":"10.1016/j.jslw.2025.101178","url":null,"abstract":"","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101178"},"PeriodicalIF":5.0,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-17DOI: 10.1016/j.jslw.2025.101176
Yoo Lae Kim , William J. Crawford , Kim McDonough
The exploration of how communicative purpose influences second language (L2) writing has a long-standing history. This study adapted the Register Functional (RF) approach as proposed by Biber et al. (2021) to investigate linguistic patterns in essays written in English for two different communicative purposes (narrative and descriptive) by the same L2 writers in an EFL context. We analyzed 55 narrative and 55 descriptive essays (N = 110) written by the same 55 students during one exam period. Using selective features and lexical analyses to identify key grammatical features and their lexical realizations. The study identified distinguishing linguistic features between narrative and descriptive essays that can be functionally interpreted and related to the communicative purpose of each essay type. Based on the findings, we illustrate how different communicative purposes have the potential to enhance L2 writers’ use of diverse lexico-grammatical features when writing.
{"title":"The role of communicative purpose in describing and interpreting lexico-grammatical variation in L2 writing","authors":"Yoo Lae Kim , William J. Crawford , Kim McDonough","doi":"10.1016/j.jslw.2025.101176","DOIUrl":"10.1016/j.jslw.2025.101176","url":null,"abstract":"<div><div>The exploration of how communicative purpose influences second language (L2) writing has a long-standing history. This study adapted the Register Functional (RF) approach as proposed by Biber et al. (2021) to investigate linguistic patterns in essays written in English for two different communicative purposes (narrative and descriptive) by the same L2 writers in an EFL context. We analyzed 55 narrative and 55 descriptive essays (<em>N</em> = 110) written by the same 55 students during one exam period. Using selective features and lexical analyses to identify key grammatical features and their lexical realizations. The study identified distinguishing linguistic features between narrative and descriptive essays that can be functionally interpreted and related to the communicative purpose of each essay type. Based on the findings, we illustrate how different communicative purposes have the potential to enhance L2 writers’ use of diverse lexico-grammatical features when writing.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101176"},"PeriodicalIF":5.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-19DOI: 10.1016/j.jslw.2024.101174
Na Luo , Ken Hyland
Writing for international publication in English poses considerable discursive challenges for EAL (English as an additional language) academics. In non-Anglophone settings, where assistance is limited, many turn to local English teachers at their university for ad hoc language support. However, the impact of these part-time text mediators on specialized texts is uncertain and doubts persist about their capacity to understand and shape meaning beyond language. This case study investigates how a language mediator helped a Chinese hematologist to convey his intended meaning when revising a submission for a medical journal. We show how mediator-author collaboration draws on their respective expertise to shape academic texts. While the mediator’s independent revisions mainly fixed language issues, her interaction with the author effectively addressed deeper structural and rhetorical challenges. Transcripts of conferencing sessions revealed how the mediator’s rhetorical and linguistic strategies complemented the author’s disciplinary knowledge to co-construct meaning and the articulation of complex ideas. By comparing the mediator’s solo efforts with the outcomes of collaborative interaction, we demonstrate how their partnership transformed the manuscript into a publishable text. These findings have important practical implications.
{"title":"Text mediation and collaborative meaning-making: Language support for an EAL academic author","authors":"Na Luo , Ken Hyland","doi":"10.1016/j.jslw.2024.101174","DOIUrl":"10.1016/j.jslw.2024.101174","url":null,"abstract":"<div><div>Writing for international publication in English poses considerable discursive challenges for EAL (English as an additional language) academics. In non-Anglophone settings, where assistance is limited, many turn to local English teachers at their university for <em>ad hoc</em> language support. However, the impact of these part-time text mediators on specialized texts is uncertain and doubts persist about their capacity to understand and shape meaning beyond language. This case study investigates how a language mediator helped a Chinese hematologist to convey his intended meaning when revising a submission for a medical journal. We show how mediator-author collaboration draws on their respective expertise to shape academic texts. While the mediator’s independent revisions mainly fixed language issues, her interaction with the author effectively addressed deeper structural and rhetorical challenges. Transcripts of conferencing sessions revealed how the mediator’s rhetorical and linguistic strategies complemented the author’s disciplinary knowledge to co-construct meaning and the articulation of complex ideas. By comparing the mediator’s solo efforts with the outcomes of collaborative interaction, we demonstrate how their partnership transformed the manuscript into a publishable text. These findings have important practical implications.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101174"},"PeriodicalIF":5.0,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-18DOI: 10.1016/j.jslw.2024.101175
Anders Agebjörn , Robert Walldén
Second-language (L2) research, including L2 writing research, typically recruits college or university students. There is an increasing awareness that this sampling bias entails negative consequences both for the generalizability of emerging L2 theories and for the applicability of research findings in heterogeneous L2 classrooms. However, previous research has not systematically investigated the association between adults’ L2 writing development and their prior level of formal education. The present study contributes a concrete portrayal of what that association may look like by investigating a text corpus collected longitudinally from 38 students enrolled in Swedish for Immigrants. The texts were assessed by five experienced L2 teachers using the method of comparative judgement, which ascribes a holistic quality score to each text. The participants follow three study paths that reflect their varying levels of education, and statistical analyses revealed that study path significantly predicted the participants’ writing ability and their rate of writing development. Despite the small sample size and other limitations of the study, those results confirm the importance of treating educational background as a crucial factor in L2 writing research. Implications for curriculum design are discussed, and methodological challenges that further L2 research needs to address are highlighted.
{"title":"Second-language writing development of adult immigrants following three study paths reflecting their varying levels of prior education","authors":"Anders Agebjörn , Robert Walldén","doi":"10.1016/j.jslw.2024.101175","DOIUrl":"10.1016/j.jslw.2024.101175","url":null,"abstract":"<div><div>Second-language (L2) research, including L2 writing research, typically recruits college or university students. There is an increasing awareness that this sampling bias entails negative consequences both for the generalizability of emerging L2 theories and for the applicability of research findings in heterogeneous L2 classrooms. However, previous research has not systematically investigated the association between adults’ L2 writing development and their prior level of formal education. The present study contributes a concrete portrayal of what that association may look like by investigating a text corpus collected longitudinally from 38 students enrolled in Swedish for Immigrants. The texts were assessed by five experienced L2 teachers using the method of comparative judgement, which ascribes a holistic quality score to each text. The participants follow three study paths that reflect their varying levels of education, and statistical analyses revealed that study path significantly predicted the participants’ writing ability and their rate of writing development. Despite the small sample size and other limitations of the study, those results confirm the importance of treating educational background as a crucial factor in L2 writing research. Implications for curriculum design are discussed, and methodological challenges that further L2 research needs to address are highlighted.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101175"},"PeriodicalIF":5.0,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-14DOI: 10.1016/j.jslw.2024.101173
Huahui Zhao, Thi Ngoc Yen Dang, Natalie Finlayson
Understanding disciplinary lecturers’ expectations about writing proficiency is essential for instruction on Writing for Academic Purposes (WAP) that prepares university students for their written assessment in disciplinary studies. However, few studies have systematically analysed disciplinary lecturers’ feedback on academic writing to reveal their expectations about proficient disciplinary writing. This makes WAP instruction potentially disjointed with disciplinary writing and consequently, students could be ill-prepared for their writing performance in disciplinary assessment. To reveal disciplinary lecturers’ expectations about writing proficiency, this study developed and analysed a 104,765-word corpus of feedback provided by 41 education lecturers on 230 assignments, submitted by international postgraduates who speak English as a second/foreign language (L2). Subsequent regression analyses uncovered how various facets of writing proficiency related to coursework marks. The results showed that Education lecturers commented on a wide spectrum of elements of writing proficiency. Style, coherence, vocabulary, and effective communication were predictors that made unique and significant contributions to the overall quality of assignments. Concordance analyses revealed lecturers’ perspectives on what constitutes writing proficiency and how each component should be manifested in postgraduate disciplinary writing. The paper concludes with important implications for the development and assessment of L2 writing proficiency in Education or related fields.
{"title":"Education lecturers’ expectations about writing proficiency: Insights from corpus analysis of teacher feedback on academic writing","authors":"Huahui Zhao, Thi Ngoc Yen Dang, Natalie Finlayson","doi":"10.1016/j.jslw.2024.101173","DOIUrl":"10.1016/j.jslw.2024.101173","url":null,"abstract":"<div><div>Understanding disciplinary lecturers’ expectations about writing proficiency is essential for instruction on Writing for Academic Purposes (WAP) that prepares university students for their written assessment in disciplinary studies. However, few studies have systematically analysed disciplinary lecturers’ feedback on academic writing to reveal their expectations about proficient disciplinary writing. This makes WAP instruction potentially disjointed with disciplinary writing and consequently, students could be ill-prepared for their writing performance in disciplinary assessment. To reveal disciplinary lecturers’ expectations about writing proficiency, this study developed and analysed a 104,765-word corpus of feedback provided by 41 education lecturers on 230 assignments, submitted by international postgraduates who speak English as a second/foreign language (L2). Subsequent regression analyses uncovered how various facets of writing proficiency related to coursework marks. The results showed that Education lecturers commented on a wide spectrum of elements of writing proficiency. Style, coherence, vocabulary, and effective communication were predictors that made unique and significant contributions to the overall quality of assignments. Concordance analyses revealed lecturers’ perspectives on what constitutes writing proficiency and how each component should be manifested in postgraduate disciplinary writing. The paper concludes with important implications for the development and assessment of L2 writing proficiency in Education or related fields.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101173"},"PeriodicalIF":5.0,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-12DOI: 10.1016/j.jslw.2024.101172
Xiaojuan Gao
{"title":"","authors":"Xiaojuan Gao","doi":"10.1016/j.jslw.2024.101172","DOIUrl":"10.1016/j.jslw.2024.101172","url":null,"abstract":"","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101172"},"PeriodicalIF":5.0,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01DOI: 10.1016/j.jslw.2024.101158
Chang Liu , Yebing Zhao , Jing Zhang
Compared with the abundant scholarship on tutor-student interactions during writing centre tutorials, little research has investigated the planning and development of English as a Foreign Language (EFL) writing centres with consideration of specific sociopolitical contexts. From the perspective of academic language policy and planning (ALPP), this study compared the planning and the (failure of) sustainable development of three Chinese writing centres—two thriving ones and a closed one—through the lens of agency and by drawing on an indigenous Chinese notion of shi (势, situational propensity). With a shi-inflected agency framework, we analysed interview and document data from three groups of actors: writing centre directors, tutors, and tutees. Our findings uncovered intriguing insights into shi-inflected agency in planning and developing EFL writing centres: two operational strategies were identified for writing centre ALPP (noting and following shi, and creating shi), highlighting the importance of (1) aligning with macro-level shi and integrating it with meso- and micro-level shi, and (2) managing yin-yang alternations to transform constraints into affordances. Implications are duly provided for international writing centres and L2 writing support practitioners in EFL contexts across the globe.
{"title":"Steering toward situational propensity/shi 势: A multicase study of planning and developing EFL writing centres in China","authors":"Chang Liu , Yebing Zhao , Jing Zhang","doi":"10.1016/j.jslw.2024.101158","DOIUrl":"10.1016/j.jslw.2024.101158","url":null,"abstract":"<div><div>Compared with the abundant scholarship on tutor-student interactions during writing centre tutorials, little research has investigated the planning and development of English as a Foreign Language (EFL) writing centres with consideration of specific sociopolitical contexts. From the perspective of academic language policy and planning (ALPP), this study compared the planning and the (failure of) sustainable development of three Chinese writing centres—two thriving ones and a closed one—through the lens of agency and by drawing on an indigenous Chinese notion of <em>shi</em> (势, situational propensity). With a <em>shi</em>-inflected agency framework, we analysed interview and document data from three groups of actors: writing centre directors, tutors, and tutees. Our findings uncovered intriguing insights into <em>shi</em>-inflected agency in planning and developing EFL writing centres: two operational strategies were identified for writing centre ALPP (noting and following <em>shi</em>, and creating <em>shi</em>), highlighting the importance of (1) aligning with macro-level <em>shi</em> and integrating it with meso- and micro-level <em>shi</em>, and (2) managing <em>yin</em>-<em>yang</em> alternations to transform constraints into affordances. Implications are duly provided for international writing centres and L2 writing support practitioners in EFL contexts across the globe.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101158"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01DOI: 10.1016/j.jslw.2024.101160
Larissa Goulart , Marine Laísa Matte , Alanna Mendoza , Lee Alvarado , Ingrid Veloso
Since the release of OpenAI’s ChatGPT, universities have faced the issue of whether there is still a place for written assignments in higher education. ChatGPT's capacity to mimic various written forms raises questions about the necessity of traditional assessments. Given this background, this study explores to what extent AI-generated assignments can replicate the situational and linguistic features of student-authored assignments. Using a corpus of undergraduate assignments from an English as a Foreign Language (EFL) context, we compare student responses with ChatGPT's outputs. Employing a register approach, we analyze the situational and linguistic characteristics of texts across three different registers—essays, critiques, and personal narratives. Our methodology follows Biber and Conrad’s (2019) framework, encompassing situational analysis, linguistic analysis, and functional interpretation. The findings aim to inform writing instructors and EFL teachers about the strengths and limitations of AI tools, enhancing their ability to guide students in integrating these technologies into their writing processes.
{"title":"AI or student writing? Analyzing the situational and linguistic characteristics of undergraduate student writing and AI-generated assignments","authors":"Larissa Goulart , Marine Laísa Matte , Alanna Mendoza , Lee Alvarado , Ingrid Veloso","doi":"10.1016/j.jslw.2024.101160","DOIUrl":"10.1016/j.jslw.2024.101160","url":null,"abstract":"<div><div>Since the release of OpenAI’s ChatGPT, universities have faced the issue of whether there is still a place for written assignments in higher education. ChatGPT's capacity to mimic various written forms raises questions about the necessity of traditional assessments. Given this background, this study explores to what extent AI-generated assignments can replicate the situational and linguistic features of student-authored assignments. Using a corpus of undergraduate assignments from an English as a Foreign Language (EFL) context, we compare student responses with ChatGPT's outputs. Employing a register approach, we analyze the situational and linguistic characteristics of texts across three different registers—essays, critiques, and personal narratives. Our methodology follows Biber and Conrad’s (2019) framework, encompassing situational analysis, linguistic analysis, and functional interpretation. The findings aim to inform writing instructors and EFL teachers about the strengths and limitations of AI tools, enhancing their ability to guide students in integrating these technologies into their writing processes.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101160"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142757539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01DOI: 10.1016/j.jslw.2024.101161
Long Quoc Nguyen , Duy Van Vu
To enhance EFL learners’ engagement and writing, model texts as a feedback instrument (MTFI) have been used for the past two decades. This approach includes three primary stages: i) initial written output, ii) comparison of the output and model texts, and iii) rewriting of original drafts. However, the multidimensional nature of learners’ engagement and its relationship with text quality remain underexplored, particularly in expository writing. This study addresses these gaps by examining how learners engaged with MTFI emotionally, cognitively, and behaviorally, and how this engagement correlates with text quality. Sixty-eight Vietnamese EFL undergraduates were divided into a control group (CG, N = 33) and an experimental group (EG, N = 35). The EG participated in all three stages, while the CG did not partake in stage two. Data included note-taking sheets, written texts, follow-up questionnaires, and semi-structured interviews. Results showed that learners had a favorable attitude towards MTFI and displayed higher levels of cognitive and behavioral engagement with content-related and organizational features compared to lexical and grammatical aspects. Moreover, although both groups exhibited similar quality in the first drafts, the EG outperformed the CG in the rewritten compositions. Additionally, model-text awareness, a dimension of cognitive engagement, was moderately associated with learners’ overall text quality.
为了提高英语学习者的参与度和写作能力，在过去的二十年里，模型文本作为一种反馈工具（MTFI）一直被使用。这种方法包括三个主要阶段：i)最初的书面输出，ii)输出和示范文本的比较，以及iii)原始草稿的重写。然而，学习者参与的多维性质及其与文本质量的关系仍未得到充分探讨，特别是在说明文写作中。本研究通过考察学习者如何在情感上、认知上和行为上参与MTFI，以及这种参与如何与文本质量相关，来解决这些差距。将68名越南大学生分为对照组（CG, N = 33）和实验组（EG, N = 35）。EG参加了所有三个阶段，而CG没有参加第二阶段。数据包括笔记纸、书面文本、后续调查问卷和半结构化访谈。结果表明，与词汇和语法方面相比，学习者对MTFI的态度较好，在内容相关和组织特征方面表现出较高的认知和行为参与水平。此外，尽管两组在初稿中表现出相似的质量，但EG在重写的作文中表现优于CG。此外，模型文本意识（认知参与的一个维度）与学习者的整体文本质量有适度的关联。
{"title":"Exploring EFL learners’ engagement and draft quality in a multi-stage expository writing task using model texts as a feedback facilitator: A mixed-methods study","authors":"Long Quoc Nguyen , Duy Van Vu","doi":"10.1016/j.jslw.2024.101161","DOIUrl":"10.1016/j.jslw.2024.101161","url":null,"abstract":"<div><div>To enhance EFL learners’ engagement and writing, model texts as a feedback instrument (MTFI) have been used for the past two decades. This approach includes three primary stages: i) initial written output, ii) comparison of the output and model texts, and iii) rewriting of original drafts. However, the multidimensional nature of learners’ engagement and its relationship with text quality remain underexplored, particularly in expository writing. This study addresses these gaps by examining how learners engaged with MTFI emotionally, cognitively, and behaviorally, and how this engagement correlates with text quality. Sixty-eight Vietnamese EFL undergraduates were divided into a control group (CG, <em>N</em> = 33) and an experimental group (EG, <em>N</em> = 35). The EG participated in all three stages, while the CG did not partake in stage two. Data included note-taking sheets, written texts, follow-up questionnaires, and semi-structured interviews. Results showed that learners had a favorable attitude towards MTFI and displayed higher levels of cognitive and behavioral engagement with content-related and organizational features compared to lexical and grammatical aspects. Moreover, although both groups exhibited similar quality in the first drafts, the EG outperformed the CG in the rewritten compositions. Additionally, model-text awareness, a dimension of cognitive engagement, was moderately associated with learners’ overall text quality.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101161"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01DOI: 10.1016/j.jslw.2024.101163
Sichen Xia
Digital multimodal composition (DMC), which involves the use of multiple semiotic resources, has been extensively researched in language education. However, limited research has been conducted on the integration of DMC in content-based instruction. This study aims to fill this research gap by examining the use of DMC in an introductory legal studies course and discussing its potential benefits for content teaching. Five student-generated legal popularization videos, which explain concepts in English company law, were collected. Drawing upon Hafner’s (2015) framework for remix practices in multimodal composition, these videos were analyzed using a software-assisted systemic functional approach to multimodal discourse analysis. This approach is based on the principles that multimodal semiotic resources are combined to create intended meanings and that the choice of resources is socially negotiated. Findings from the multimodal discourse analysis of the DMC product were triangulated with students’ reflective essays to understand the motivations behind their semiotic choices. The analysis reveals that students consciously appropriate various generic, (sub)cultural, and semiotic resources as well as multimodal artefacts when explaining legal knowledge to an indefinite audience. The videos demonstrate that DMC allows learners to critically reconsider the meaning and practical aspects of legal concepts while recontextualizing technical legal knowledge for a general audience.
{"title":"Incorporating digital multimodal composition in content teaching: A multimodal analysis of students’ legal popularization videos","authors":"Sichen Xia","doi":"10.1016/j.jslw.2024.101163","DOIUrl":"10.1016/j.jslw.2024.101163","url":null,"abstract":"<div><div>Digital multimodal composition (DMC), which involves the use of multiple semiotic resources, has been extensively researched in language education. However, limited research has been conducted on the integration of DMC in content-based instruction. This study aims to fill this research gap by examining the use of DMC in an introductory legal studies course and discussing its potential benefits for content teaching. Five student-generated legal popularization videos, which explain concepts in English company law, were collected. Drawing upon Hafner’s (2015) framework for remix practices in multimodal composition, these videos were analyzed using a software-assisted systemic functional approach to multimodal discourse analysis. This approach is based on the principles that multimodal semiotic resources are combined to create intended meanings and that the choice of resources is socially negotiated. Findings from the multimodal discourse analysis of the DMC product were triangulated with students’ reflective essays to understand the motivations behind their semiotic choices. The analysis reveals that students consciously appropriate various generic, (sub)cultural, and semiotic resources as well as multimodal artefacts when explaining legal knowledge to an indefinite audience. The videos demonstrate that DMC allows learners to critically reconsider the meaning and practical aspects of legal concepts while recontextualizing technical legal knowledge for a general audience.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101163"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号