The Rhetorical Value of Multimodal Composition

Autor/in	George, Patricia
Titel	The Rhetorical Value of Multimodal Composition
Quelle	In: International TESOL Journal, 17 (2022) 1, S.92-117 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Multiple Literacies; Teaching Methods; Online Courses; Writing Skills; College Freshmen; Distance Education; COVID-19; Pandemics; Multimedia Materials; Technological Literacy; Visual Literacy; Verbal Communication; Nonverbal Communication; English (Second Language); Second Language Learning; Second Language Instruction; Creativity; Editing; Peer Evaluation; Writing Instruction; Code Switching (Language); Equal Education; Student Centered Learning; Critical Thinking; Speeches; Resilience (Psychology); Self Concept; Community Colleges; Student Attitudes; New York (New York) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Writing skill; Schreibfertigkeit; Studienanfänger; Distance study; Distance learning; Fernunterricht; Technisches Wissen; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Non-verbal communication; Nonverbale Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kreativität; Redaktion; Textbearbeitung; Schreibunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kritisches Denken; Selbstkonzept; Community college; Community College; Schülerverhalten
Abstract	This study employed a qualitative approach to examining the rhetorical value of multimodal composing practices among first-year college students with diverse academic, sociocultural, and linguistic backgrounds. With a shift to remote learning during the COVID-19 pandemic, this study sought instructional methods that would support the development of composition and language skills through a variety of modalities. A total of 21 participants took part in the study to address whether the inclusion of visual and technological literacy practices in an online setting enhanced verbal and non-verbal communication, multiparty interaction, writing engagement, and audience awareness. The researcher examined the qualitative data for major themes and summarized findings in categories illustrated by participants' quotes. The results of the study show that teaching multimodal practices aligned well with conventional written instruction. Two important trends were revealed: (1) students at all levels of English development demonstrated advances in conventional composing practices, such as thesis statement, organization, and content; and (2) multimodal practices contributed to higher levels of confidence, competence, and creativity, specifically in the students' ability to communicate coherent arguments, cite sources, and interact effectively during the peer editing process. Implications for curriculum, assessment, and practice with a commitment to equitable instruction are discussed. (As Provided).
Anmerkungen	Academics Education International Journals. White Hart Lane, Fortich Lane, Lahug, Cebu 6000, Phillipines. Web site: https://connect.academics.education/index.php/itj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01