Reexamining feedback on L2 digital writing

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dc.contributor.authorElola, Idoia
dc.contributor.authorOskoz, Ana
dc.date.accessioned2023-01-11T21:16:44Z
dc.date.available2023-01-11T21:16:44Z
dc.date.issued2022-12-27
dc.description.abstractThe integration of digital multimodal composing (DMC) in the second language (L2)and heritage language (HL) classrooms has expanded our notion of writing, shiftingfrom 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 learningtasks, which combine different semiotic resources (e.g., language and visual compo-nents such as images or videos) as intrinsic elements used to generate meaning, in-structors have not yet modified the way in which they provide feedback. That is, de-spite the increasing integration of different modes in a multimodal task, instructorsstill focus exclusively on language development – replicating the feedback behaviorsmodeled by non-digital writing assignments – rather than on all the components ofmultimodal texts. In digitally influenced environments and societies, however, thereis a need to reconsider our approaches to feedback to pay greater attention to thelinguistic and nonlinguistic elements of DMC. With the scarcity of research on feed-back in DMC, this article first identifies a gap in multimodal teaching and researchregarding the role and focus on feedback in DMC, and, second, provides an assess-ment rubric from which to base formative feedback that addresses both linguisticand nonlinguistic elements to help students develop their multimodal texts.en_US
dc.description.urihttps://pressto.amu.edu.pl/index.php/ssllt/article/view/36604en_US
dc.format.extent21 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/m2d1yu-em3c
dc.identifier.citationElola, Idoia, and Ana Oskoz. 2022. “Reexamining Feedback on L2 Digital Writing”. Studies in Second Language Learning and Teaching 12 (4):575-95. https://doi.org/10.14746/ssllt.2022.12.4.3.en_US
dc.identifier.urihttps://doi.org/10.14746/ssllt.2022.12.4.3
dc.identifier.urihttp://hdl.handle.net/11603/26639
dc.language.isoen_USen_US
dc.publisherOJSen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Modern Languages, Linguistics & Intercultural Communication Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.relation.ispartofUMBC Dresher Center for the Humanities
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)*
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.titleReexamining feedback on L2 digital writingen_US
dc.typeTexten_US
dcterms.creatorhttps://orcid.org/0000-0003-2770-4844en_US

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