PROMOTING DIGITAL LITERACIES AND MULTIMODAL COMPOSITIONS IN THE ESL WRITING CLASSROOM: HOW DISRUPTIVE TECHNOLOGIES CAN HELP SOLVE WICKED PROBLEMS

2021 ◽  
Author(s):  
Kshema Jose
Keyword(s):  
Wicked Problems ◽  
Writing Classroom ◽  
Digital Literacies ◽  
Esl Writing ◽  
Disruptive Technologies ◽  
Multimodal Compositions

Creating Multimodal Texts in the L2 Writing Classroom

2019 ◽  
pp. 172-190 ◽  
Author(s):  
M. Sidury Christiansen
Keyword(s):  
Writing Process ◽  
Original Text ◽  
Writing Classroom ◽  
Video Editing ◽  
Esl Writing ◽  
Multimodal Texts ◽  
The Core ◽  
Writing Class ◽  
Core Components ◽  
New Form

This chapter examines an ESL writing class at a U.S. university that employed a re-mediation assignment to complement and facilitate the understanding of rhetoric. A re-mediation assignment asks students to transform text-based material into a multimodal form by combining linguistic, visual, audio, gestural, and spatial modalities. Students are to make use of the affordances and audiences of the new form without losing the core components of the original text. Findings suggest that students demonstrated motivation and engagement with the assignment and writing process, in part, because they were allowed to infuse other abilities (drawing, computer programming, video editing, and storytelling), languages, and cultures into their projects. As multimodal and multimedia digital literacies continue to evolve, digitally mediated projects such as re-mediation are necessary to prepare students to be competent writers in a digitally mediated society.

scholarly journals COMMUNICATIVE REPERTOIRES USED BY STUDENTS WITH MULTICULTURAL BACKGROUNDS IN ESL WRITING CLASSROOM

2020 ◽  
Vol 8 (2) ◽  
pp. 835-843
Author(s):  
Firman Parlindungan ◽  
Lia Lisyati
Keyword(s):  
Language Learning ◽  
English Language ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Writing Classroom ◽  
Esl Writing ◽  
Teaching Culture ◽  
Teachers And Students ◽  
Additional Reference ◽  
Data Collections

Purpose of the study: The objective of this study is to describe the communicative repertoires used by students with multicultural backgrounds in an ESL writing classroom. We drew upon the notion of communicative repertoires and English as an International Language (EIL) to explain how gestures, turn-taking habits, and different dialects shaped the interaction among students during the process of English language learning. Methodology: The research method was a case study in which classroom observation, field notes, interviews, and documentation were carried out as the tools for data collections. The data were then analyzed qualitatively and were discussed within various perspectives from scholars in the related discipline to explain the findings of this study.   Main Findings: We found that the participants used some forms of communicative repertoires (i.e., gestures, turn-takings, and dialects) that are culturally-bound to their own heritage culture. Although the use of these traits was perceived differently among students, these communicative repertoires leveraged their English learning process situated within a dynamic bidirectional classroom interaction. Applications of this study: This study is applicable in a classroom in which students are from different cultural backgrounds. It might also be useful for a teacher who experiences teaching English for students who are culturally different from her/him. In a wider context, this study can be an additional reference for some areas of English Language Teaching (ELT) disciplines like teaching writing skills or teaching culture.  Novelty/Originality of this study: The findings suggest that English teachers and students need to recognize non-linguistic elements of interaction as tools to heighten the awareness of using the language for learning. The goal is not to achieve elegant language performance, but to widen opportunities in demonstrating communicative competences, so intelligibility can be achieved.

scholarly journals Tutors’ Experiences and Perceptions of a Problem-based Learning Approach in an ESL Writing Classroom

2019 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Muhammad Mukhtar Aliyu
Keyword(s):  
Problem Based Learning ◽  
Learning Approach ◽  
Writing Classroom ◽  
Structured Interviews ◽  
Esl Writing ◽  
Group Activities ◽  
Composition Course ◽  
Structured Problems ◽  
Positive Experiences ◽  
Second Year

<em><span>This study investigated tutors’ experiences and perceptions of using a problem-based learning approach (PBL) in an ESL writing classroom. The participants of the study are two Nigerian tutors who facilitated an intact class of 18 second-year students in an English composition course which lasted for 12 weeks. Data were collected through semi-structured interviews. The tutors were interviewed after the implementation of the PBL process. The overall findings of the study show that the tutors have positive perceptions of the use of PBL in a writing classroom. Specifically, the findings reveal the tutors’ positive experiences and perception of the workshop conducted prior to the PBL process, the ill-structured problems presented to the students, tutor facilitation and students’ group activities. Finally, the paper gives some pedagogical implications which would give insight for better implementation of the PBL approach.</span></em>

scholarly journals Genre-Based Aproach in L2 Writing Classroom

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Nur Rasyidah
Keyword(s):  
Genre Theory ◽  
Writing Classroom ◽  
Esl Writing ◽  
Holistic Understanding ◽  
Writing Course ◽  
Conceptual Paper ◽  
Similarities And Differences ◽  
Genre Writing ◽  
The Relationship ◽  
Food Writing

This conceptual paper is aimed at examining the application of genre theory to an L2 classroom in a local university in Malaysia in the learning of specialized vocabulary in a food writing course. All three types of genre theory will be discussed, namely literary, rhetoric and linguistic genre theory to give a holistic understanding of genre. This will allow the coverage of both similarities and differences through all disciplines, and subsequently inform the richness of these theories, how it can be applied, and the significance of using these genre theories in the ESL writing classroom. This paper will also discuss the relationship between genre approach and genre writing and its application in the food writing classroom.

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