Thesis
Multimodality in the ESL composition classroom: exploring wikis and face-to-face collaboration
Washington State University
Master of Arts (MA), Washington State University
2013
Handle:
https://hdl.handle.net/2376/100255
Abstract
In today's composition classrooms, students are increasingly asked to compose multimodal texts and work in multimodal spaces. Students are also often asked to work collaboratively within these same multimodal spaces. Previous scholarship has noted the potential affordances multimodal writing spaces could give student writers, and research has shown that collaborative tasks are beneficial to second language writers. However, it is still unclear what effect, if any, digital, multimodal writing spaces have on second language writers in regards to their overall writing skill and levels of collaboration. This thesis attempts to explore this gap in scholarship and begins by providing a brief history of multimodality in both first and second language settings. Additionally, scholarship that discusses the affordances of introducing multimodal pedagogy into composition classrooms is also analyzed. Finally, a study is proposed that will examine whether the combination of wikibased and face-to-face collaboration would allow second language writers to compose higher or lower quality collaborative research papers and/or engage in higher or lower levels of collaboration than second language students who use only face-to-face collaboration or only collaborate through the use of a wiki to complete the same assignment.
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Details
- Title
- Multimodality in the ESL composition classroom
- Creators
- Adam William Sprague
- Contributors
- Nancy Bell (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- English, Department of
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University; [Pullman, Washington] :
- Identifiers
- 99900525016601842
- Language
- English
- Resource Type
- Thesis