Keywords
digital feedback for multimodal texts
nonlinguistic feedback
assessment rubrics
literacies
How to Cite
Number of views: 532
Number of downloads: 719
Abstract
The integration of digital multimodal composing (DMC) in the second language (L2) and heritage language (HL) classrooms has expanded our notion of writing, shifting from 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 learning tasks, which combine different semiotic resources (e.g., language and visual components such as images or videos) as intrinsic elements used to generate meaning, instructors have not yet modified the way in which they provide feedback. That is, despite the increasing integration of different modes in a multimodal task, instructors still focus exclusively on language development – replicating the feedback behaviors modeled by non-digital writing assignments – rather than on all the components of multimodal texts. In digitally influenced environments and societies, however, there is a need to reconsider our approaches to feedback to pay greater attention to the linguistic and nonlinguistic elements of DMC. With the scarcity of research on feedback in DMC, this article first identifies a gap in multimodal teaching and research regarding the role and focus on feedback in DMC, and, second, provides an assessment rubric from which to base formative feedback that addresses both linguistic and nonlinguistic elements to help students develop their multimodal texts.
References
Barton, D. (2007). Literacy: An introduction to the ecology of written language. Wiley.
Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166-195. https://doi.org/10.1177/0741088307313177 DOI: https://doi.org/10.1177/0741088307313177
Campbell, B. S., & Feldmann, A. (2017). The power of multimodal feedback. Journal of Curriculum, Teaching, Learning and Leadership in Education, 2(2), 1-6.
Carpenter, R. (2009). Boundary negotiations: Electronic environments as inter-face. Computers and Composition, 26(3), 138-148. https://doi.org/10.1016/j.compcom.2009.05.001 DOI: https://doi.org/10.1016/j.compcom.2009.05.001
Caws, C., & Heift, T. (2016). Evaluation in CALL: Tools, interactions, outcomes. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learn-ing and technology (pp. 127-140). Routledge.
Chen, H. I. (2013). Identity practices of multilingual writers in social networking spaces. Language Learning & Technology, 17(2), 143-170.
Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. Modern Language Journal, 100(S1), 64-80. https://doi.org/10.1111/modl.12302 DOI: https://doi.org/10.1111/modl.12302
Cimasko, T., & Shin, D. S. (2017). Multimodal resemiotization and authorial agency in an L2 writing classroom. Written Communication, 34(4), 387-413. https://doi.org/10.1177/0741088317727246 DOI: https://doi.org/10.1177/0741088317727246
Ducate, L., & Arnold, N. (2012). Computer-mediated feedback: Effectiveness and student perceptions of screen-casting software versus the comment function. In G. Kessler, A. Oskoz, & I. Elola (Eds.), Technology across writ-ing contexts and tasks (pp. 31-56). CALICO.
Elola, I., & Oskoz, A. (2016). Supporting second language writing using multi-modal feedback. Foreign Language Annals, 49(1), 58-74. https://doi.org/10.1111/flan.12183 DOI: https://doi.org/10.1111/flan.12183
Elola, I., & Oskoz, A. (2017). Writing with 21st-century social tools in the FL classroom: New literacies, genres, and writing practices. Journal of Second Language Writing, 36, 52-60. https://doi.org/10.1016/j.jslw.2017.04.002 DOI: https://doi.org/10.1016/j.jslw.2017.04.002
Fornara, F., & Lomicka, L. (2019). Using visual social media in language learning to investigate the role of social presence. CALICO Journal, 36(3), 184-203. https://doi.org/10.1558/cj.37205 DOI: https://doi.org/10.1558/cj.37205
Hafner, C. A. (2018). Genre innovation and multimodal expression in scholarly com-munication: Video methods articles in experimental biology. Ibérica, 36, 15-41.
Hafner, C. A., & Ho, W. Y. J. (2020). Assessing digital multimodal composing in second language writing: Towards a process-based model. Journal of Second Language Writing, 47, 100710. https://doi.org/10.1016/j.jslw.2020.100710 DOI: https://doi.org/10.1016/j.jslw.2020.100710
Hafner, C. A., Chik, A., & Jones, R. H. (2013). Engaging with digital literacies in TESOL. TESOL Quarterly, 47(4), 812-815. https://doi.org/10.1002/tesq.136 DOI: https://doi.org/10.1002/tesq.136
Hatzipanagos, S., & Warburton, S. (2009). Feedback as dialogue: Exploring the links between formative assessment and social software in distance learning. Learning, Media and Technology, 34(1), 45-59. https://doi.org/10.1080/17439880902759919 DOI: https://doi.org/10.1080/17439880902759919
Heyd, T. (2016). Digital genres and processes of remediation. In A. Georgakopoulou & T. Spilioti (Eds.), The Routledge handbook of language and digital communication (pp. 87-102). Routledge.
Hicks, T. (Ed.). (2015). Assessing students' digital writing: Protocols for looking closely. Teachers College Press.
Hounsell, D., Xu, R., & Tai, C.-M. (2007). Balancing assessment of and assessment for learning. (Scottish enhancement themes: Guides to integrative assessment, N. 2). Gloucester: QAA. https://www.enhancementthemes.ac.uk/docs/ethemes/integrative-assessment/guide-no-2---balancing-assessment-of-and-assessment-for-learning.pdf?sfvrsn=8e2cf981_10
Hung, H.-T., Chiu, Y.-C. J., & Yeh, H.-C. (2013). Multimodal assessment of and for learning: A theory-driven design rubric. British Journal of Educational Technology, 44(3), 400-409. https://doi.org/10.1111/j.1467-8535.2012.01337.x. DOI: https://doi.org/10.1111/j.1467-8535.2012.01337.x
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241-267. https://doi.org/10.3102/0091732X07310586 DOI: https://doi.org/10.3102/0091732X07310586
Jiang, L. (2018). Digital multimodal composing and investment change in learners' writing in English as a foreign language. Journal of Second Language Writing, 40, 60-72. https://doi.org/10.1016/j.jslw.2018.03.002 DOI: https://doi.org/10.1016/j.jslw.2018.03.002
Jiang, L., Yu, S., & Lee, I. (2022). Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice. Journal of Second Language Writing, 57, 100869. https://doi.org/10.1016/j.jslw.2022.100869 DOI: https://doi.org/10.1016/j.jslw.2022.100869
Johnson, D., & Kress, G. (2003). Globalisation, literacy and society: Redesigning pedagogy and assessment. Assessment in Education: Principles, Policy & Practice, 10(1), 5-14. https://doi.org/10.1080/09695940301697 DOI: https://doi.org/10.1080/09695940301697
Kalantzis, M., & Cope, B. (2008). Language education and multiliteracies. In S. May & N. H. Hornberger (Eds.), Encyclopedia of language education (2nd ed., Vol. 1, pp. 195-211). Springer. https://doi.org/10.1007/978-0-387-30424-3_15 DOI: https://doi.org/10.1007/978-0-387-30424-3_15
Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies (2nd ed.). Cam-bridge University Press. https://doi.org/10.1017/9781316442821 DOI: https://doi.org/10.1017/9781316442821
Kimber, K., & Wyatt-Smith, C. (2010). Secondary students' online use and creation of knowledge: Refocusing priorities for quality assessment and learning. Australasian Journal of Educational Technology, 26(5), 607-625. https://doi.org/10.14742/ajet.1054 DOI: https://doi.org/10.14742/ajet.1054
Kress, G. (2003). Literacy in the new media age. Routledge. https://doi.org/10.4324/9780203299234 DOI: https://doi.org/10.4324/9780203299234
Kress, G. (2009). What is a mode? In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 54-67). Routledge.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge. https://doi.org/10.4324/9780203970034 DOI: https://doi.org/10.4324/9780203970034
Lamb, J. (2018). To boldly go: Feedback as digital, multimodal dialogue. Multimodal Technologies and Interaction, 2(3), 49. https://doi.org/10.3390/mti2030049 DOI: https://doi.org/10.3390/mti2030049
Lim, J., & Polio, C. (2020). Multimodal assignments in higher education: Implications for multimodal writing tasks for L2 writers. Journal of Second Language Writing, 47, 100713. https://doi.org/10.1016/j.jslw.2020.100713 DOI: https://doi.org/10.1016/j.jslw.2020.100713
Lotherington, H., & Ronda, N. (2014). 2B or not 2B? From pencil to multimodal pro-gramming: New frontiers in communicative competencies. In J. Guikema & L. Williams (Eds.), Digital literacies in foreign language education (Vol. 12, pp. 9-28). CALICO.
Luzón, M. J. (2013). Public communication of science in blogs: Recontextualizing scientific discourse for a diversified audience. Written Communication, 30(4), 428-457. https://doi.org/10.1177/0741088313493610 DOI: https://doi.org/10.1177/0741088313493610
Manchón, R. (Ed.). (2011). Learning-to-write and writing-to-learn in an additional language (Vol. 31). John Benjamins https://doi.org/10.1075/lllt.31 DOI: https://doi.org/10.1075/lllt.31
Manchón, R. (2017). The multifaceted and situated nature of the interaction between language and writing in academic settings: Advancing research agendas. In Bitchener, J., Storch, N., & Wette, R. (Eds.), Teaching writing for academic purposes to multilingual students (pp. 183-200). Routledge. https://doi.org/10.4324/9781315269665-12 DOI: https://doi.org/10.4324/9781315269665-12
Maqueda, C. H. (2020). Heritage and L2 writing processes in individual and collaborative digital storytelling (Unpublished doctoral dissertation). Texas Tech University.
Matthewman, S., Blight, A., & Davies, C. (2004). What does multimodality mean for English? Creative tensions in teaching new texts and new literacies. Education, Communication & Information, 4(1), 153-176. https://doi.org/10.1080/1463631042000210944 DOI: https://doi.org/10.1080/1463631042000210944
McGrail, E., & Behizadeh, N. (2017). K-12 multimodal assessment and interactive audiences: An exploratory analysis of existing frameworks. Assessing Writing, 31, 24-38. https://doi.org/10.1016/j.asw.2016.06.005 DOI: https://doi.org/10.1016/j.asw.2016.06.005
Mehlenbacher, A. R. (2017). Crowdfunding science: Exigencies and strategies in an emerging genre of science communication. Technical Communication Quarterly, 26(2), 127-144. https://doi.org/10.1080/10572252.2017.1287361 DOI: https://doi.org/10.1080/10572252.2017.1287361
Mills, K. A. (2006). Mr Traveling-at-will Ted Doyle: Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy, 29(2), 132-149.
Mina, L. (2014). Enacting identity through multimodal narratives: A study of multilingual students. In J. G. Guikema & L. Williams (Eds.), Digital literacies in foreign language education: Research, perspectives, and best practices (pp. 141-158). CALICO.
Nelson, M. E. (2006). Mode, meaning, and synesthesia in multimedia L2 writ-ing. Language Learning and Technology, 10(2), 56-76.
New London Group. (1996). A pedagogy of multiliteracies. Harvard Educational Review, 66(1), 60-93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u DOI: https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Oskoz, A. & Elola, I. (2014). Integrating digital stories in the writing class: To-wards a 21st century literacy. In J. G. Guikema & L. Williams (Eds.), Digital literacies in foreign language education: Research, perspectives, and best practices (pp. 179-200). CALICO.
Oskoz, A., & Elola, I. (2016a). Digital stories: Bringing multimodal texts to the Spanish writing classroom. ReCALL, 28(3), 326-342. https://doi.org/10.1017/S0958344016000094 DOI: https://doi.org/10.1017/S0958344016000094
Oskoz, A., & Elola, I. (2016b). Digital stories: Overview. CALICO Journal, 32(2), 155-173.
Oskoz, A., & Elola, I. (2020). Digital literacies for writing in the 21st Century FL classroom. Equinox.
Reinhardt, J., & Thorne, S. L. (2011). Beyond comparisons: Frameworks for developing digital L2 Literacies. In N. Arnold & L. Ducate (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (pp. 257-280). CALICO.
Ruiz Pérez, S. (2022). Multimodal voices in the L2 classroom: Redesigning a digital story, a formative experiment (Unpublished doctoral dissertation). Texas Tech University.
Sancho Guinda, C. (2015). Genres on the move: Currency and erosion of the genre moves construct. Journal of English for Academic Purposes, 19, 73-87. https://doi.org/10.1016/j.jeap.2015.07.001 DOI: https://doi.org/10.1016/j.jeap.2015.07.001
Shin, D. S., Cimasko, T., & Yi, Y. (2020). Development of metalanguage for multimodal composing: A case study of an L2 writer's design of multimedia texts. Journal of Second Language Writing, 47, 100714. https://doi.org/10.1016/j.jslw.2020.100714 DOI: https://doi.org/10.1016/j.jslw.2020.100714
Smith, B. E., Pacheco, M., & de Almeida, C. R. (2017). Multimodal code-meshing: Bilingual adolescents' processes composing across modes and languages. Journal of Second Language Writing, 36(2), 6-22. https://doi.org/10.1016/j.jslw.2017.04.001 DOI: https://doi.org/10.1016/j.jslw.2017.04.001
Towndrow, P. A., Nelson, M. E., & Yusuf, W. F. B. M. (2013). Squaring literacy assessment with multimodal design: An analytic case for semiotic awareness. Journal of Literacy Research, 45(4), 327-355. https://doi.org/10.1177/1086296X13504155 DOI: https://doi.org/10.1177/1086296X13504155
Yi, Y., King, N., & Safriani, A. (2017). Reconceptualizing assessment for digital multi-modal literacy. TESOL Journal, 8(4), 878-885. https://doi.org/10.1002/tesj.354 DOI: https://doi.org/10.1002/tesj.354
Yang, Y.-F. (2012). Multimodal composing in digital storytelling. Computers and Composition, 29(3), 221-238. https://doi.org/10.1016/j.compcom.2012.07.001 DOI: https://doi.org/10.1016/j.compcom.2012.07.001
Zhang, M., Akoto, M., & Li, M. (2021). Digital multimodal composing in post-secondary L2 settings: A review of the empirical landscape. Computer Assisted Language Learning, 1-28. https://doi.org/10.1080/09588221.2021.1942068 DOI: https://doi.org/10.1080/09588221.2021.1942068
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.