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Reexamining feedback on L2 digital writing

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SSLLT+12(4)+575-595+Elola,+Oskoz.pdf (160.79 KB)

Links to Files

https://pressto.amu.edu.pl/index.php/ssllt/article/view/36604

Permanent Link

https://doi.org/10.14746/ssllt.2022.12.4.3
 http://hdl.handle.net/11603/26639

Collections

UMBC Modern Languages, Linguistics & Intercultural Communication Department
UMBC Dresher Center for the Humanities
UMBC Faculty Collection

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Author/Creator ORCID

https://orcid.org/0000-0003-2770-4844

Date

2022-12-27

Type of Work

journal articles
Text

Department

Program

Citation of Original Publication

Elola, Idoia, and Ana Oskoz. 2022. “Reexamining Feedback on L2 Digital Writing”. Studies in Second Language Learning and Teaching 12 (4):575-95. https://doi.org/10.14746/ssllt.2022.12.4.3.

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This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
Attribution 4.0 International (CC BY 4.0)

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Abstract

The integration of digital multimodal composing (DMC) in the second language (L2)and heritage language (HL) classrooms has expanded our notion of writing, shiftingfrom 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 learningtasks, which combine different semiotic resources (e.g., language and visual compo-nents such as images or videos) as intrinsic elements used to generate meaning, in-structors have not yet modified the way in which they provide feedback. That is, de-spite the increasing integration of different modes in a multimodal task, instructorsstill focus exclusively on language development – replicating the feedback behaviorsmodeled by non-digital writing assignments – rather than on all the components ofmultimodal texts. In digitally influenced environments and societies, however, thereis a need to reconsider our approaches to feedback to pay greater attention to thelinguistic and nonlinguistic elements of DMC. With the scarcity of research on feed-back in DMC, this article first identifies a gap in multimodal teaching and researchregarding the role and focus on feedback in DMC, and, second, provides an assess-ment rubric from which to base formative feedback that addresses both linguisticand nonlinguistic elements to help students develop their multimodal texts.