Assessing Digital L2 Writing: Challenges with New Tools and New Genres

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.


This chapter focuses on the development of L2 learners’ and heritage language learners’ identities as writers. To date, there is limited knowledge on writing and digital literacies’ integration with the teaching of languages to heritage speakers, which indicates the need for solid guidelines and recommendations for future research and pedagogical decisions. This chapter, following sociolinguistic and sociocultural theoretical frameworks, explains how contextual factors (such as linguistic background, dialects, and mixed populations in the same classroom) and digital literacies enrich HL and L2 language learners’ socialization and identity development. It also shows how L2 and HL learners’ self-perceptions might shift from feeling inexperienced or inadequate to becoming experts as they construct their identities as L2 writers (King, 2015; Sauro, 2014). After discussing the impact that digital literacies have on L2 and HL writers’ writing practices and the development of their own voices, the chapter examines how literacies influence pedagogical and practical considerations in these educational settings. Examples of tasks and writing approaches shaped by learners’ diverse needs, identity, and interests, as well as implications for classroom practice, are included. Finally, a call for future research and pedagogical innovation with diverse populations is addressed.

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Oskoz, Ana; Elola, Idoia. Assessing Digital L2 Writing: Challenges with New Tools and New Genres. Digital L2 Writing Literacies - Directions for Classroom Practice. Equinox eBooks Publishing, United Kingdom. p. Aug 2020. ISBN 9781781796931. Date accessed: 26 Jan 2020 doi: 10.1558/equinox.34291. Aug 2020

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