Abstract
Digital multimodal composing (DMC), as a novel literacy practice, has growingly attracted researchers’ interest owing to rapid technological development. Recently, research on DMC in second language (L2) writing has been expanded to explore the fitted DMC assessment. The empirically established genre-based model provides a new perspective on DMC assessment. It recognizes DMC as audience-oriented social actions and underscores the multimodal affordance of five layers: purpose, base, layout, navigation, and rhetoric. Despite a series of research exploring the refinement of this model in different contexts, L2 learners’ engagement with this emerging evaluation method and its integration into multiple sources of feedback in the assessment process is under-researched. Informed by pertinent assessment literature, students’ feedback engagement acts as the central position of feedback research since feedback without engagement is ineffective. Therefore, this pilot study intends to explore how L2 students engage with genre-based self-, peer, and teacher feedback to assess DMC in L2 writing. The study draws on Jiang et al.’s (2022) genre-based model to assess DMC and employs Xu & Zhang’s (2023) conceptualization of feedback engagement as the analytical framework, underscoring the social nature of feedback engagement within three spheres: intrapersonal, interpersonal, and human-material. The study is conducted in an English writing class with 40 English majors in their third year at a regular college in eastern China, lasting for six weeks. Classroom observation, retrospective diaries, semi-structured interviews, and DMC products (video-creation in this study) are collected. Week one is a training about the genre-based model for students. Then, students make videos (a maximum of five minutes) in groups with the given topic within two weeks. Genre-based self-, peer, and teacher feedback are carried out separately in the following three weeks, with three retrospective diaries of each student after receiving each type of feedback and performing three rounds of revision. Finally, the researchers graded the final versions of the videos. Maximum variation sampling is utilized to select six students to attend the semi-structured interviews respectively (2 with the highest scores, 2 with medium, 2 with the lowest). Theoretically, this research contributes a fresh viewpoint on the underexplored domain of DMC assessment by integrating the genre-based model into multiple sources of feedback and exploring L2 learners’ feedback engagement simultaneously. Practically, the findings provide L2 teachers with pedagogical insights for adopting multiple feedback types when assessing DMC both formatively and summatively.
Original language | English |
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Publication status | Published - 3 Jul 2024 |
Event | International Conference on Technology-enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching, TeLLT & CoLLT 2024 - The Education University of Hong Kong , Hong Kong Duration: 3 Jul 2024 → 5 Jul 2024 https://www.eduhk.hk/lml/telltcollt2024/ (Conference Website) |
Conference
Conference | International Conference on Technology-enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching, TeLLT & CoLLT 2024 |
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Country/Territory | Hong Kong |
Period | 3/07/24 → 5/07/24 |
Internet address |
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Scopus Subject Areas
- General Social Sciences