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Secondary & Collegiate English Composition Education in Turkey: a Case Study of History and Present State
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In: English Dissertations (2022)
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| 2 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 3 |
Study 1 - Fred and his dog (revised with author vs respondent conditions) ...
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| 4 |
Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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| 5 |
Writing Fat: Rejecting the Logics of Anti-Fatness in the Teaching of Writing
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In: Embargoed Master's Theses (2022)
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| 6 |
Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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| 7 |
Defending Difference: Translingualism in the Composition Classroom
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In: All Graduate Plan B and other Reports (2022)
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| 8 |
Cutting and Pasting: The Rhetorical Promise of Scrapbooking as Feminist Inventiveness and Agency from the Margins
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| 9 |
Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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| 10 |
Writing Difference: Student Ideologies and Translingual Possibilities ...
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| 11 |
Advancing writing analytics methodologies: a hybrid approach to analyzing errors in automated rhetorical feedback
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In: World Languages and Cultures Conference Papers, Posters and Proceedings (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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| 13 |
Writing Difference: Student Ideologies and Translingual Possibilities
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| 14 |
Why Are We Doing This: How Students Find Meaning in Research Writing Across Contexts
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In: Doctoral Dissertations (2021)
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| 15 |
The Ideal International Student: Intersections of Race, Gender, and Accent in International Multilingual Student Identity
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In: Doctoral Dissertations (2021)
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| 16 |
Generic Expectations in First Year Writing: Teaching Metadiscoursal Reflection and Revision Strategies for Increased Generic Uptake of Academic Writing
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In: Graduate Theses and Dissertations (2021)
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| 17 |
A Culture of Civic Action: Deliberative Pedagogy for Composition
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In: Theses and Dissertations (2021)
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| 18 |
Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations
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In: Masters Theses (2021)
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| 19 |
What's In a Mode: Writing Program Administrators' Perception, Value, and Implementation of Multimodality in First-Year Writing
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In: Doctoral Dissertations (2021)
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| 20 |
BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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