This book presents a comprehensive approach to issues related to researching and teaching second language (L2) writing in digital environments. In the digital age, new technologies have revolutionized the ways we communicate and construct knowledge, and have also reshaped the traditional notions of writing and literacy, posing new challenges and opportunities for L2 teachers and students. This book provides up-to-date coverage of the main areas of L2 writing and technology, including digital multimodal composing, computer-mediated collaborative writing, online teacher and peer feedback, automated writing evaluation, and corpus-based writing instruction. It synthesizes the relevant literature, analyzes theoretical perspectives, compiles relevant resources, and offers research and pedagogical recommendations to guide scholars in undertaking new L2 writing research and instructional practice in technologically-supported educational contexts. This book will be of relevance and interestto researchers, language teachers, and graduate students in applied linguistics and education.
Author(s): Mimi Li
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 261
Acknowledgments
Contents
About the Author
List of Figures
List of Tables
1 Introduction
The Aims of the Book
The Structure of the Book
References
2 New Landscape of L2 Writing and Theoretical Frameworks
New Landscape of L2 writing
New Writing Tasks
New Forms of Writing Feedback/Assessments
New Approaches to Teaching Writing
Emergence of Digital Literacies and New Identities
Theoretical Frameworks Informing Research
Second Language Acquisition (SLA)
Sociocultural Theory
Computer-Mediated Collaborative Learning
Writing Studies
Linguistics/Applied Linguistics
References
3 Computer-Mediated Teacher Feedback
Introduction
Defining Computer-Mediated Teacher Feedback
Different Types of Computer-Mediated Teacher Feedback
Key Texts
Overview
Thematic Categories
Research Directions
Teaching Recommendations
Modes of Teacher Feedback
Selection of Technology Tools
References
4 Computer-Mediated Peer Response
Introduction
Defining Peer Response and Computer-Mediated Peer Response (CMPR)
Rationales for Implementing Peer Response
Key Texts
Overview
Thematic Categories
Research Directions
Teaching Recommendations
Selection of Modes and Technology
Training on Computer-Mediated Peer Response
Follow-Up Activities
References
5 Digital Multimodal Composing
Introduction
Defining Digital Multimodal Composing (DMC)
Rationales for DMC
Key Texts
Overview
Thematic Categories
Research Directions
Teaching Recommendations
Design of DMC Tasks
Selection of Technology Tools
Assessment of DMC
References
6 Computer-Mediated Collaborative Writing
Introduction
Defining Computer-Mediated Collaborative Writing (CMCW)
Rationales for Implementing CMCW
Key Texts
Overview
Thematic Categories
Research Directions
Teaching Recommendations
Writing Tasks and Technology
Grouping
Student Training
Assessment
References
7 Automated Writing Evaluation
Introduction
Defining Automated Writing Evaluation (AWE)
Rationales for Utilizing AWE
Key Texts
Overview
Thematic Categories
Research Directions
Teaching Recommendations
Selection of AWE Tools
Training and Implementation of AWE
References
8 Corpus Analysis and Corpus-Based Writing Instruction
Introduction
Defining Corpus and Corpus Analysis
Rationales for Corpus-Based Writing Instruction
Key Texts
Overview
Thematic Categories
Research Directions
Teaching Recommendations
Selection of Corpora
Training/Instruction on Using Corpora
References
9 Resources
Books
Journals
Professional Conferences and Association SIGs
Webinars
Websites and More
10 Conclusion
Recap of the Content
Limitations
Concluding Remarks
Index
