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LA PRODUCTION ECRITE EN FRANÇAIS L2 : focus sur le processus de formulation
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In: https://hal.archives-ouvertes.fr/tel-03640707 ; Linguistique. Université Toulouse – Jean Jaurès, 2022 (2022)
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Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
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In: L2 Journal, vol 14, iss 1 (2022)
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Proficiency and the Use of Machine Translation: A Case Study of Four Japanese Learners
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In: L2 Journal, vol 14, iss 1 (2022)
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Investigating How and When International First-Year Second Language Undergraduate Students Deal with Academic Literacies Challenges in the Early 21st Century: A Longitudinal Case Study
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Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling
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In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021)
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Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach ...
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Oltre "no buono". L'espressione di gusti e preferenze nella scrittura in italiano L2 di apprendenti vulnerabili ...
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TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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| 10 |
Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing
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In: Sustainability ; Volume 13 ; Issue 22 (2021)
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| 11 |
Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing
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In: Education Sciences ; Volume 11 ; Issue 8 (2021)
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| 12 |
Collaborative Multimodal Writing via Google Docs: Perceptions of French FL Learners
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In: Languages ; Volume 6 ; Issue 3 (2021)
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Abstract:
In spite of the growing integration of computer-mediated collaborative writing and multimodal composition in second language (L2) classrooms, research on collaborative multimodal writing, as an innovative writing pedagogy, is still underway and largely underrepresented particularly in non-English learning contexts. To bridge this research gap, the author of this study implemented a multimodal writing task in which seven French FL learners jointly created digital postcards describing their vacation activities in groups of two or three over the period of eight weeks. The study sought to explore learners’ perceptions of the benefits and challenges of this type of pedagogy and the factors mediating their writing processes. The analyses of a post-task questionnaire survey and semi-structured interviews, triangulated with the finished products, indicated that overall, collaborative multimodal writing was a motivating learning experience. Several themes emerged regarding the perceived benefits (i.e., improvement in their writing skills, genre awareness and semiotic awareness, mutual learning through peer assessment and easy synchronous writing and revising via Google Docs), as well as challenges (i.e., tensions between partners largely due to frustrations over unequal participation, lack of control over the joint text and technical glitches). This paper provides significant implications for collaborative multimodal writing research and pedagogy.
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Keyword:
collaboration; computer-assisted language learning; digital multimodal composition; French; Google Docs; L2 writing; L2/FL learning; perception
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URL: https://doi.org/10.3390/languages6030140
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Additional Data to "A Challenge for Contrastive L1/L2 Corpus Studies" ...
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Additional Data to "A Challenge for Contrastive L1/L2 Corpus Studies" ...
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| 15 |
L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China ; Percepciones de los escritores de L2 sobre revisión por pares de manera cara a cara y anónima: Datos de China
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| 16 |
Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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Discovering collocations via data-driven learning in L2 writing
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Wu, Yi-ju Ariel. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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| 18 |
Working with Multilingual Student Writers
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In: Purdue Writing Lab/Purdue OWL Creative Materials (2021)
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Second Language Writing: A Study of the Learning and Teaching of Academic Writing in a Networked Culture
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Unveiling oral and writing skills of low-literate learners of L2 Italian: from research to teaching practice
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