Full Description
This book provides a comprehensive overview of research in applied linguistics involving the intersection of digital multimodal composing (DMC) and second language (L2) writing. It presents a theoretically and methodologically diverse introduction to key theories and scholarship supporting DMC's use, along with practical pedagogical tips and tools for adopting DMC in the L2 writing classroom. This text is the first of its kind to distil current research in the area, including chapters that address research on students' DMC writing processes, evidence of DMC's impact on L2 learning, students' and teachers' perceptions and how DMC affects various individual differences such as motivation, metacognition and identity development. This book serves as a useful resource for both graduate students and faculty in applied linguistics and related fields who are researchers, teacher trainers or language instructors. It is particularly relevant for those working in subfields such as second language acquisition, computer-assisted language learning and L2 writing.
Contents
Acknowledgements
Part 1: Introduction and Theoretical Support
Chapter 1: Introduction
Chapter 2: Key Theories and Concepts
Part 2: Research on DMC and Language Learning
Chapter 3: Writing Processes
Chapter 4: Outcomes and Evidence of Learning
Chapter 5: Teachers' and Students' Perceptions
Chapter 6: Individual Differences
Part 3: Pedagogical Applications
Chapter 7: DMC Tasks and Activities
Chapter 8: Assessment
Chapter 9: Conclusion and Future Research Directions
References
Index
