Developing L2 and Multilingual Students' Identities as Writers: Acquiring a Voice
Ana Oskoz [+]
University of Maryland Baltimore County
Idoia Elola [+]
Texas Tech University
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.