L2/HL Writing and Technology

A special issue of Languages (ISSN 2226-471X).

Deadline for manuscript submissions: closed (1 March 2021) | Viewed by 31041

Special Issue Editors


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Guest Editor
Department of Classical and Modern Languages and Literatures, Texas Tech University, Lubbock, TX 79409, USA
Interests: second language (L2) and heritage language (HL) writing; digital writing; multiliteracies; collaborative and individual writing; teacher and peer (digital) feedback; L2 and HL learners’ cognitive writing processes; translanguaging; learners’ voices; linguistic landscapes

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Guest Editor
Department of Classical and Modern Languages and Literatures, Texas Tech University, Lubbock, TX 79409, USA
Interests: willingness to communicate in diverse learning contexts; study abroad instruction and learners’ development; contexts of L2 learning; (digital) oral and written L2 production; collaborative and individual writing; teacher and peer (digital) feedback; intercultural (communicative) competence

Special Issue Information

Dear Colleagues,

Digital technologies have prompted new communicative practices and areas of scholarly inquiry, supporting new instructional formats, increasing opportunities for intercultural engagement, and transforming “the daily communication, and learning practices of both students and teachers” (Thorne, 2020, p. ix). Notions of literacies have also been redefined “as social practices that are fluid, sociocultural, multimodal, and dynamic” (Chen, 2013, p. 143) that are practiced “by individuals as parts of larger groups” (Thorne and Reinhardt, 2008, p. 259). This evolving view of literacies accommodates the newness of digital media and strongly relates to current social practices (Pennycook, 2001). Writing is also understood as composing because of the multimodal nature of the texts currently created using social tools such as blogs, Google Docs, and even Twitter. Therefore, the goal of this Special Issue is to publish articles that focus on second languages (L2s) and heritage languages (HLs) in a wide range of educational contexts. In this Special Issue, we intend to include a range of studies that consider diverse theoretical and instructional practices for L2/HL writing/composing when using technologies, including hybrid instructional platforms and/or the use of social tools. The goal is to explore not only how academic digital writing/composing is approached and practiced but also how multimodal composing practices are transforming L2/HL pedagogy and learners’ experiences and practices.

Given the depth and breadth of the current research conducted in the ESL/EFL context, preference will be given to research investigating L2s other than English. Additionally, we seek contributions that address multiliteracies and multimodality in classroom practices. Specifically, we are looking for reports of empirical studies (e.g., mixed methods, case studies, and qualitative and/or quantitative studies) on multilingual learners (e.g., second, third, foreign, and heritage languages). Topics may include, but are not limited to: 

  • Digital multimodal writing/composing;
  • Academic literacy/new literacies in digital environments; 
  • Theoretical and pedagogical approaches to digital writing;
  • Translanguaging practices;
  • Collaborative writing/composing;
  • Digital feedback;
  • Multilingual identities;
  • Cultural/intercultural awareness;
  • Teacher/graduate student teacher training;
  • Curricular innovation and outcomes assessment.

We also welcome conceptual articles that discuss multiple research approaches to investigations of digital writing and examine relevant theoretical frameworks and constructs that guide empirical research and research-informed pedagogies.

We request that interested authors initially submit a proposed title and abstract of 400–600 words summarizing their intended contribution prior to preparing their manuscripts. Abstracts will be reviewed by the Guest Editors for the purposes of ensuring proper fit within the scope of the Special Issue, and then full manuscripts will be solicited. Please send the abstract to either the Guest Editors at [email protected] and [email protected] or to the Languages Editorial Office at [email protected].

The deadline for abstract submission is 30 September 2020.

The notification of abstract acceptance is 1 November 2020.

The deadline for manuscript submission is 1 March 2021.

References

Chen, H. I. (2013). Identity practices of multilingual writers in social networking spaces. Language Learning & Technology, 17(2), 143–170.

Pennycook, A. (2001). Critical applied linguistics: a critical introduction. Mahwah, NJ: Erlbaum.

Thorne, S. L. (2020). Foreword. In R. J. Blake and G. Gillén, Brave New Digital Classroom: Technology and Foreign Language Learning (p. ix). Washington D.C.: Georgetown University Press.

Thorne, S. L., and Reinhardt, J. (2008). “Bridging activities,” new media literacies, and advanced foreign language proficiency. CALICO Journal, 25(3), 558–572.

Prof. Dr. Idoia Elola
Prof. Dr. Raychel Vasseur
Guest Editors

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Languages is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • L2 digital writing/composing
  • multiliteracies
  • multimodality
  • digital tools
  • social writing
  • L2/HL writing/composing pedagogy

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Published Papers (10 papers)

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Editorial

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5 pages, 287 KiB  
Editorial
Introduction to the Special Issue: L2/HL Writing and Technology
by Idoia Elola and Raychel Vasseur
Languages 2023, 8(1), 1; https://doi.org/10.3390/languages8010001 - 20 Dec 2022
Viewed by 2003
Abstract
The growing recognition of the important role that technology plays in language learning has been reflected in increasingly dynamic and productive discussions on the topic of second language (L2) and heritage language (HL) instruction and writing theory [...] Full article
(This article belongs to the Special Issue L2/HL Writing and Technology)

Research

Jump to: Editorial

24 pages, 2046 KiB  
Article
Digital Synesthesia in Heritage and Second Language Writing during Collaborative and Individual Digital Storytelling
by Cheryl H. Maqueda
Languages 2022, 7(3), 222; https://doi.org/10.3390/languages7030222 - 22 Aug 2022
Cited by 2 | Viewed by 2113
Abstract
Using the social semiotic multimodal approach, this study compared the transformation and transduction moves of eight Spanish heritage language learners (SHLs) and six second-language learners (L2s) as they composed collaborative and individual digital stories (DSs) in an undergraduate advanced Spanish writing class. The [...] Read more.
Using the social semiotic multimodal approach, this study compared the transformation and transduction moves of eight Spanish heritage language learners (SHLs) and six second-language learners (L2s) as they composed collaborative and individual digital stories (DSs) in an undergraduate advanced Spanish writing class. The research analyzed the learners’ composing processes regarding digital synesthesia when working collaboratively and individually as they integrated written, oral, aural, and visual semiotic resources. The data revealed that SHLs demonstrated more frequent and more complex digital synesthesia than did their L2 classmates during their quest for digital multimodality in Spanish, indicating improvement via task repetition in frequency and variety of integrated modes. Full article
(This article belongs to the Special Issue L2/HL Writing and Technology)
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20 pages, 2252 KiB  
Article
Approaching Composition as Showing–Telling through Translanguaging: Weaving Multilingualism, Multimodality, and Multiliteracies in a Digital Collage Proyecto Final
by Josh Prada
Languages 2022, 7(1), 70; https://doi.org/10.3390/languages7010070 - 21 Mar 2022
Cited by 6 | Viewed by 3911
Abstract
Couched in theories of translanguaging, multimodality, and multiliteracies, this article explores digital compositions (i.e., digital collages) as spaces for identity representation through the proyectos finales produced by 22 students in a Spanish composition class for heritage/native speakers in a U.S. university. Each digital [...] Read more.
Couched in theories of translanguaging, multimodality, and multiliteracies, this article explores digital compositions (i.e., digital collages) as spaces for identity representation through the proyectos finales produced by 22 students in a Spanish composition class for heritage/native speakers in a U.S. university. Each digital collage was accompanied by two written documents: one describing the processes leading to its creation, and another one explaining the meaning of the collage and its components. Qualitative content analysis was used to investigate the submissions, with particular attention paid to instances of identity, experience, and self-representation through complex orchestrations of flexible multilingual and multimodal meaning- and sense-making. The proyecto final is discussed in terms of the curricular innovation for courses designed for racialized language-minoritized multilingual students, describing the nature and affordances of translanguaging in this context, and advancing an approach to digital composing as showing–telling. Full article
(This article belongs to the Special Issue L2/HL Writing and Technology)
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19 pages, 1034 KiB  
Article
The Effects of Digitally Mediated Multimodal Indirect Feedback on Narrations in L2 Spanish Writing: Eye Tracking as a Measure of Noticing
by Laura E. Valentin-Rivera and Li Yang
Languages 2021, 6(4), 159; https://doi.org/10.3390/languages6040159 - 6 Oct 2021
Cited by 1 | Viewed by 1726
Abstract
Written corrective feedback (CF) could pave the way for L2 development, especially when embedded in multimodality. Building on prior research, this descriptive study drew a relationship between specific types of errors that were most successfully revised and noticing measured by eye-tracking techniques. Additionally, [...] Read more.
Written corrective feedback (CF) could pave the way for L2 development, especially when embedded in multimodality. Building on prior research, this descriptive study drew a relationship between specific types of errors that were most successfully revised and noticing measured by eye-tracking techniques. Additionally, this study furthers our understanding of the impact of indirect CF (i.e., codes accompanied by metalinguistic hints) delivered by two multimodal components: (a) a video tutorial on how to approach teachers’ comments and (b) a soundless video displaying individualized teacher feedback. To this end, three L2 learners of Spanish completed a narration in the target language, watched a tutorial on attending to CF, received indirect feedback via the personalized soundless video (i.e., option “b” above), and corrected their errors. An eye tracker recorded all ocular activity while the participants watched both recordings. The results suggested that receiving training on approaching teachers’ comments may enhance the overall success rate of revisions, especially in verb and vocabulary-related errors. Last, a detailed unfolding of the revision process unveiled by eye-tracking data accounted for (1) an explanation of why two specific types of errors were more successfully revised and (2) some pedagogical recommendations. Full article
(This article belongs to the Special Issue L2/HL Writing and Technology)
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25 pages, 1601 KiB  
Article
Re-Thinking Peer Reviewing in the Virtual Context: The Roles of Giving and Receiving Online Feedback in L2 Spanish Classrooms
by Emilia Illana-Mahiques
Languages 2021, 6(3), 151; https://doi.org/10.3390/languages6030151 - 10 Sep 2021
Cited by 2 | Viewed by 3406
Abstract
This study explores learners’ online peer review practices during a four-week second language writing project. The project was developed in a multi-section Spanish writing course at the college level. The study investigates how college Spanish learners give online feedback to their peers, whether [...] Read more.
This study explores learners’ online peer review practices during a four-week second language writing project. The project was developed in a multi-section Spanish writing course at the college level. The study investigates how college Spanish learners give online feedback to their peers, whether there is any relationship between the feedback roles they assume and their final performance, and the additional factors that may influence online peer reviewing practices. A total of 76 students participated in the study, all of whom received training prior to writing three drafts and giving and receiving feedback comments during two online peer review sessions. Descriptive statistical measures were used to analyze the types of online feedback students used most frequently. The comparative effects of giving comments were analyzed along with those of receiving comments by means of multiple regression analyses, in order to examine the relationship of these elements to final project performance as writers. Results support the learning-by-reviewing hypothesis, which argues that giving feedback to peers helps feedback-givers write better essays themselves. A follow-up analysis also shows that learning by reviewing online is most evident when giving specific types of online feedback, which students of all proficiency levels can learn how to do. Full article
(This article belongs to the Special Issue L2/HL Writing and Technology)
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15 pages, 386 KiB  
Article
Multimodal Approaches for Heritage and Second Language Instructor Training
by Raychel Vasseur
Languages 2021, 6(3), 143; https://doi.org/10.3390/languages6030143 - 24 Aug 2021
Cited by 2 | Viewed by 2375
Abstract
This piece explores the need to provide better training to graduate student instructors by first conducting a needs analysis of current graduate students and recent graduate students regarding their conceptualizations of writing, multiliteracies, and second (L2) and heritage language (HL) pedagogies. Based on [...] Read more.
This piece explores the need to provide better training to graduate student instructors by first conducting a needs analysis of current graduate students and recent graduate students regarding their conceptualizations of writing, multiliteracies, and second (L2) and heritage language (HL) pedagogies. Based on this survey, it is evident that with just one teaching methods course as the typical training graduate student instructors receive it behooves us to implement innovative pedagogy in other ways to develop graduate students’ abilities to navigate new technological tools and reconsider how they can teach writing in the L2/HL courses. Based on previous research as well as practical experience, this paper discusses several approaches for training and preparing graduate students to reconsider their preconceived notions of what it means to learn to write in an L2 or HL to include more focus on multiliteracies and technological skills to prepare students for 21st century communication. Full article
(This article belongs to the Special Issue L2/HL Writing and Technology)
18 pages, 1229 KiB  
Article
Collaborative Multimodal Writing via Google Docs: Perceptions of French FL Learners
by Miriam Akoto
Languages 2021, 6(3), 140; https://doi.org/10.3390/languages6030140 - 20 Aug 2021
Cited by 14 | Viewed by 4300
Abstract
In spite of the growing integration of computer-mediated collaborative writing and multimodal composition in second language (L2) classrooms, research on collaborative multimodal writing, as an innovative writing pedagogy, is still underway and largely underrepresented particularly in non-English learning contexts. To bridge this research [...] Read more.
In spite of the growing integration of computer-mediated collaborative writing and multimodal composition in second language (L2) classrooms, research on collaborative multimodal writing, as an innovative writing pedagogy, is still underway and largely underrepresented particularly in non-English learning contexts. To bridge this research gap, the author of this study implemented a multimodal writing task in which seven French FL learners jointly created digital postcards describing their vacation activities in groups of two or three over the period of eight weeks. The study sought to explore learners’ perceptions of the benefits and challenges of this type of pedagogy and the factors mediating their writing processes. The analyses of a post-task questionnaire survey and semi-structured interviews, triangulated with the finished products, indicated that overall, collaborative multimodal writing was a motivating learning experience. Several themes emerged regarding the perceived benefits (i.e., improvement in their writing skills, genre awareness and semiotic awareness, mutual learning through peer assessment and easy synchronous writing and revising via Google Docs), as well as challenges (i.e., tensions between partners largely due to frustrations over unequal participation, lack of control over the joint text and technical glitches). This paper provides significant implications for collaborative multimodal writing research and pedagogy. Full article
(This article belongs to the Special Issue L2/HL Writing and Technology)
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19 pages, 1329 KiB  
Article
Strengthening Writing Voices and Identities: Creative Writing, Digital Tools and Artmaking for Spanish Heritage Courses
by María Luisa Parra
Languages 2021, 6(3), 117; https://doi.org/10.3390/languages6030117 - 6 Jul 2021
Cited by 8 | Viewed by 3294
Abstract
This paper presents an analysis of poems, digital art, and accompanying analytical essays authored by four college students taking an advanced Spanish as heritage language. This paper highlights the ways in which creative writing, along with digital tools for artmaking, can enhance the [...] Read more.
This paper presents an analysis of poems, digital art, and accompanying analytical essays authored by four college students taking an advanced Spanish as heritage language. This paper highlights the ways in which creative writing, along with digital tools for artmaking, can enhance the teaching of language literacy to heritage learners. It proposes that creative writing opens up simultaneously meaningful and transformative experiences for students: they engage with the performativity of creative writing, use their voices beyond the constraints of specific genre conventions, engage with critical language awareness exercises, and become motivated to use their writing in order to reach out to the wider Spanish-speaking communities outside the classroom. Digital technologies played a key role in the creative process, as they provided a range of artistic tools and flexibilities that enhanced and complemented the power of the written word. The paper aims to contribute to the pedagogy of Spanish heritage courses and to expand the notions of literacy and writing under which we work in the SHL classroom. Full article
(This article belongs to the Special Issue L2/HL Writing and Technology)
16 pages, 932 KiB  
Article
Heritage Language Learners’ Lexical Performance across Pair Types and (Non-)Digital Collaborative Writing Task Environments
by Julio Torres and Nicole A. Vargas Fuentes
Languages 2021, 6(2), 110; https://doi.org/10.3390/languages6020110 - 20 Jun 2021
Cited by 4 | Viewed by 2982
Abstract
A need exists to address how the availability of digital platforms plays a role in collaborative writing. Further, interest has emerged to understand heritage language (HL) learners’ writing as a result of task-based peer interactions with either second language (L2) or HL learners [...] Read more.
A need exists to address how the availability of digital platforms plays a role in collaborative writing. Further, interest has emerged to understand heritage language (HL) learners’ writing as a result of task-based peer interactions with either second language (L2) or HL learners across face-to-face (FTF) and synchronous computer-mediated communication (SCMC) modes. However, it remains unknown how pair type and interaction mode can influence advanced learners’ lexical performance on written texts through measures of lexical richness. Therefore, this study tested 13 HL–L2 and 16 HL–HL dyads enrolled in advanced Spanish content courses who completed two writing tasks across FTF and SCMC modes. The writing tasks consisted of the hiring (Task A) and laying off (Task B) of an individual for known Spanish companies. The written texts were analyzed for lexical richness through lexical density, lexical sophistication, and lexical diversity indices. The main results revealed that the HL–L2 pairs significantly produced a higher ratio of lexical density in their written texts. No significant results were found for lexical diversity or lexical sophistication across pair types and interaction mode. These results imply that HL–L2 pairs distinguished the register of the writing task more so than HL–HL pairs. Full article
(This article belongs to the Special Issue L2/HL Writing and Technology)
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17 pages, 642 KiB  
Article
Influence of Writing Instruction on Spanish Heritage Learners in Heritage-Only and Mixed Courses: A Longitudinal Study
by Irati Hurtado and Kacie Gastañaga
Languages 2021, 6(2), 109; https://doi.org/10.3390/languages6020109 - 18 Jun 2021
Cited by 3 | Viewed by 2693
Abstract
University Spanish courses designed specifically for heritage language learners (HLLs) are becoming more common, and researchers have indicated that empirical research is needed to evaluate their effectiveness. This longitudinal study investigates the writing development of 24 HLLs as a result of instruction over [...] Read more.
University Spanish courses designed specifically for heritage language learners (HLLs) are becoming more common, and researchers have indicated that empirical research is needed to evaluate their effectiveness. This longitudinal study investigates the writing development of 24 HLLs as a result of instruction over the course of the semester. Nine were enrolled in a heritage-only section of a Spanish composition course, and the remainder were from mixed HL/L2 sections of the same course. Both section types were taught online. The major assignments the students produced were two 500-word essays, and students also completed bi-weekly forum posts. We examined the development of lexical density, sophistication, and diversity as well as syntactic complexity and accuracy by comparing each student’s first and final essay and forum posts. Findings indicate that there were significant differences between the scores received on the forum posts in comparison to the essays. However, there were no significant developmental differences in terms of group. Implications, avenues for future research, and pedagogical suggestions are discussed. Full article
(This article belongs to the Special Issue L2/HL Writing and Technology)
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