Developing L2 and Multilingual Students' Identities as Writers: Acquiring a Voice

Digital L2 Writing Literacies - Directions for Classroom Practice - 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.


Including digital social tools that allow for the development of digital multimodal genres (such as blogging, tweeting, or digital storytelling) requires rethinking what type of feedback is the most appropriate—not only in terms of linguistic ability, but also in terms of non-linguistic aspects such as images and sounds. At the same time, the integration of diverse tools to provide feedback, such as screencast recording or the track changes function in Word, allows instructors to provide (and learners to receive) multimodal feedback. Both approaches are necessary to allow L2 learners to become successful 21st century writers and communicators as well as develop their digital literacies, thus becoming “progressively digitally literate[s]” (Caws & Heift, 2016, p. 133). After analyzing current research and applications on technology-mediated feedback for L2 writing, which have mostly been informed by interactionist and sociocultural approaches, we focus on the impact that different digital tools have on L2 writing learners’ development. In the chapter, we present how L2 learners provide feedback to each other in “circles” to develop a successful multimodal narrative. We also present how different digital tools, such as Screencast or Microsoft Word, enhance L2 learners’ focus on different aspects of the written language. The chapter will end with questions for reflection.

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Oskoz, Ana; Elola, Idoia. Developing L2 and Multilingual Students' Identities as Writers: Acquiring a Voice. Digital L2 Writing Literacies - Directions for Classroom Practice. Equinox eBooks Publishing, United Kingdom. p. Aug 2020. ISBN 9781781796931. Date accessed: 19 Jan 2020 doi: 10.1558/equinox.34289. Aug 2020

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