the CALICO Journal最新文献

'Research Methods for Digital Discourse Analysis' Edited by Camilla Vásquez “数字话语分析的研究方法”由卡米拉编辑Vásquez

the CALICO Journal Pub Date : 2023-11-02 DOI: 10.1558/cj.24638

Kristin Rock, Ángeles Ortega-Luque

引用次数: 0

Lingt Lingt

the CALICO Journal Pub Date : 2023-11-02 DOI: 10.1558/cj.20000

Simon Zuberek

引用次数: 0

Crafting L2 Multimodal Composing Identities 制作L2多模态组合标识

the CALICO Journal Pub Date : 2023-11-02 DOI: 10.1558/cj.24237

María Dolores García-Pastor, Jorge Piqueres Calatayud

{"title":"Crafting L2 Multimodal Composing Identities","authors":"María Dolores García-Pastor, Jorge Piqueres Calatayud","doi":"10.1558/cj.24237","DOIUrl":"https://doi.org/10.1558/cj.24237","url":null,"abstract":"Identity currently features as a prominent theme in digital multimodal composition (DMC), given the significant impact of DMC on identity expression. However, L2 learners’ writer identity development and fluctuation in this type of textual composition needs further exploration in light of the absence of clearly established DMC-specific identity categories and a detailed account of writer identity expansion and restriction processes therein. This study attempts to fill this void by scrutinizing how three 11th graders learning English as a foreign language in Spain crafted their writer identities in English in a 16-week genre-based digital storytelling (DST) intervention that followed the genre-based systemic functional linguistics tradition of L2 writing, and included instruction on attitude (Martin & White, 2005). Qualitative data analysis of multi-source data followed Ivanic’s (1998) writer identity framework, attitude categories, and key notions in multimodality, as well as the DST and identity literature. Results indicate students’ awareness raising of such categories throughout digital story writing, and general preference for appreciation and judgment in writer identity construction, which was contingent upon certain factors. Students’ writer identities and their fluctuation revealed types of specific DMC identity categories, and expansion and restriction processes, which illustrated their multimodal composing identity formation and transformation in digital story creation.","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"79 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Arist 阿里斯

the CALICO Journal Pub Date : 2023-11-02 DOI: 10.1558/cj.20079

Hannah Cheloha

引用次数: 0

'Second Language Teaching and Learning through Virtual Exchange' Edited by Shannon M. Hilliker 《通过虚拟交换的第二语言教学与学习》，作者Shannon M. Hilliker

the CALICO Journal Pub Date : 2023-11-02 DOI: 10.1558/cj.24674

Andrias Tri Susanto

引用次数: 0

Multimodal Texts 多模式的文本

the CALICO Journal Pub Date : 2023-11-02 DOI: 10.1558/cj.27294

Idoia Elola, Ana Oskoz

引用次数: 3

Multimodal Student Voice Representation Through an Online Digital Storytelling Project 透过线上数位故事叙述计画的多模态学生声音表达

the CALICO Journal Pub Date : 2023-11-02 DOI: 10.1558/cj.24741

Sergio Ruiz-Pérez

{"title":"Multimodal Student Voice Representation Through an Online Digital Storytelling Project","authors":"Sergio Ruiz-Pérez","doi":"10.1558/cj.24741","DOIUrl":"https://doi.org/10.1558/cj.24741","url":null,"abstract":"A thriving body of literature has identified student voice as being vital to education and literacy development. However, the understanding of multimodal student voice representation is still modest in literacy-based pedagogical practices. Thus, this article presents a study that examined the development of students’ multimodal authoring through the inclusion of multiliteracies in the higher education foreign language curriculum based on design analysis (Kalantzis et al., 2016) and the protocol Voice and Choice (Sheya, 2018) as a way to aid student voice representation. Specifically, the article describes the qualitative analysis of the design choices resulting from the collaborative work of three students during an online course project (CP) implemented in an intermediate intensive L2 Spanish undergraduate hybrid course. The CP was based on the tenets of (1) multiliteracies and (2) digital storytelling in combination with (3) a protocol that guides students to look into the voices and perspectives of specific content. The results showed that participants described the elements of digital storytelling design in depth, monomodally, and multimodally. Also, when creating their digital story, they expanded their authorial choices, honed their sensitivity in selecting fitting voices and perspectives to express an intentional message, and reflected on whose voices were missing from the content. This investigation offers insight into and advances understanding of the existing body of literature on multiliteracies, multimodal authoring, and student voice representation.","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining Visual Metadiscourse in EFL Students’ Infographics 考察英语学生信息图表中的视觉元语篇

the CALICO Journal Pub Date : 2023-11-02 DOI: 10.1558/cj.24502

Mimi Li, John Gibbons, Quang Nam Pham

{"title":"Examining Visual Metadiscourse in EFL Students’ Infographics","authors":"Mimi Li, John Gibbons, Quang Nam Pham","doi":"10.1558/cj.24502","DOIUrl":"https://doi.org/10.1558/cj.24502","url":null,"abstract":"As multimodal texts become ubiquitous in the digital age, analyzing how writers interact with readers via visuals is becoming increasingly important. Enlightened by Kress and van Leeuwen’s (1996, 2001) semiotic work, D’Angelo (2010) extended Hyland’s (2000) text-based metadiscourse model and proposed a new framework for analyzing the visual metadiscourse of multimodal texts. We used D’Angelo’s (2016) visual metadiscourse framework to evaluate the comprehensibility and organization of the EFL students’ infographics in this study. Two research questions guided our inquiry: (1) How do EFL students use diverse visual metadiscourse resources in their infographic posters? (2) In what ways, if any, does the use of visual interactive resources relate to the assessed quality of the infographics? We collected a total of 122 infographic posters and coded 5 categories of interactive resources for each poster (i.e., information value, framing, connective elements, graphic elements, and fonts), and then carried out frequency counts for each category and subcategories, taking all the posters into account. Moreover, we graded the EFL students’ infographics according to a multi-traits grading rubric, and then conducted multiple regression analyses of their use of visual interactive resources and the scores for their infographics in the aspect of visual effects. The results show that the students used diverse visual interactive resources to guide their audience through the text. The assessed quality of the infographics was found to be significantly correlated with the use of graphic elements and fonts. This study sheds new light on digital multimodal pedagogy, particularly on the role of visual metadiscourse in teaching and assessing multimodal texts in language/writing classrooms.","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"9 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135973392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language Teachers’ Perceptions and Use of Extended Reality 语言教师对延伸现实的认知与运用

the CALICO Journal Pub Date : 2023-02-10 DOI: 10.1558/cj.22759

Regina Kaplan-Rakowski, Kevin Papin, Peggy Hartwick

引用次数: 4

A Video-Conferencing English-Spanish eTandem Exchange: Negotiated Interaction and Acquisition 视频会议英语-西班牙语eTandem交换:协商互动与习得

the CALICO Journal Pub Date : 2021-02-12 DOI: 10.1558/CJ.38927

German Arellano-Soto, S. Parks

引用次数: 1