Digital Literacies in the L2 Classroom: New Literacies, Genres, and Writing Practices

Digital L2 Writing Literacies - Ana Oskoz

Ana Oskoz [+-]
University of Maryland Baltimore County
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Ana Oskoz is an Associate Professor at the University of Maryland Baltimore County (UMBC), USA. Her research is on the applications of technologies to language learning. In particular, it focuses on the use of computer-mediated communication (CMC) and social tools to enhance the development of second language writing and intercultural competence development. She has published numerous articles and book chapters on these topics. She is currently Associate Editor of CALICO Journal.
Idoia Elola [+-]
Texas Tech University
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Idoia Elola is Associate Professor of Spanish and applied linguistics at Texas Tech University, USA. Her research focuses on second language writing, collaborative and individual writing when using social tools, digital literacy and the use of multimodal texts, Spanish heritage language learners’ writing processes, and revision and feedback. Her work has been published in national and international journals and specialized books.


The first chapter introduces the changes and challenges that L2 writing faces in the 21st century and discusses the implications of the inclusion of digital literacies, which often emerge from the interconnection between tools and modes in text creation. After defining the notion and function of digital literacies in the L2 writing context, this chapter considers some of the challenges of the qualitative changes that social tools bring to the writing process. It then (1) analyzes contemporary ideas about digital literacies and how they connect to the emerging digital genres in the context of L2 writing; (2) discusses the relevance of social tools in L2 writing and the need to recognize their differing affordances; and (3) presents theoretical and pedagogical frameworks, such as the genre-based approach (Hyland, 2001), bridging activities (Thorne & Reinhardt, 2008), semi-pedagogical competence (Develotte, Guichon, & Vincent, 2010; Guichon, 2013), and the task-based approach (Gonzalez-Lloret & Ortega, 2014), which can help L2 researchers and educators to develop robust research and instructional practices in the area of digital literacies for writing. The chapter concludes with questions for reflection.

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Oskoz, Ana; Elola, Idoia. Digital Literacies in the L2 Classroom: New Literacies, Genres, and Writing Practices. Digital L2 Writing Literacies. Equinox eBooks Publishing, United Kingdom. Oct 2020. ISBN 9781781796931. Date accessed: 21 Aug 2019 doi: 10.1558/equinox.34286. Oct 2020

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