Teacher Engagement with Digital Multimodal Composing in a Chinese Tertiary EFL Curriculum

Autor/inn/en	Jiang, Lianjiang; Yu, Shulin; Zhao, Yi
Titel	Teacher Engagement with Digital Multimodal Composing in a Chinese Tertiary EFL Curriculum
Quelle	In: Language Teaching Research, 25 (2021) 4, S.613-632 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Lianjiang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819864975
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Multiple Literacies; Language Teachers; Teacher Attitudes; Video Technology; Language Usage; Speech Communication; Writing (Composition); Foreign Countries; Cultural Context; High Stakes Tests; College Students; Educational Technology; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Lehrerverhalten; Sprachgebrauch; Schreibübung; Ausland; Collegestudent; Unterrichtsmedien
Abstract	While previous studies have examined the impact of digital multimodal composing (DMC) as a new literacy activity on second language (L2) learners' language development, L2 teachers' engagement with DMC is under-conceptualized and underexplored. Based on a qualitative analysis of five teachers of English as a foreign language (EFL) who implemented in their curriculum a year-long DMC program within which students produced multimodal videos, this study presents three forms of teacher engagement with DMC. In the first form, the teachers used DMC as an instrument for traditional exercises of speaking and writing with incidental attention to the multimodal aspects of DMC, while in the second, the teachers manifested ambivalence about the means and the ends of using DMC. The teacher in the third form used DMC as integral to pedagogy with attention to not only students' language use, but also strategic use of multiple resources. These results suggest that teacher engagement with DMC can be conceptualized as a multifaceted continuum. The findings also reveal that these individualized engagements were directed by teachers' conceptions of themselves, students, and language and mediated by contextual factors associated with the prescribed curriculum and high-stakes testing regimes. The paper concludes with implications regarding ways to promote teacher engagement with DMC in digitalized instructional landscapes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01