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Patterns of peer interaction in multimodal L2 digital social reading

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dc.contributor.author Law, James
dc.contributor.author Barny, David
dc.contributor.author Poulin, Rachel
dc.date.accessioned 2020-06-25T18:58:06Z
dc.date.available 2020-06-25T18:58:06Z
dc.date.issued 2020-06-01
dc.identifier.citation Law, J., Barny, D., & Poulin, R. (2020). Patterns of peer interaction in multimodal L2 digital social reading. Language Learning & Technology, 24(2), 70–85. http://hdl.handle.net/10125/44726
dc.identifier.issn 1094-3501
dc.identifier.uri http://hdl.handle.net/10125/44726
dc.description.abstract Although L2 reading is traditionally framed as an individual enterprise, digital annotation tools (DATs) have recently been developed allowing groups of readers to collaborate and provide mutual scaffolding through collective annotation of texts (Blyth, 2014; Thoms, Sung, & Poole, 2017). These tools reframe L2 reading as an interactive process where meaning is socially constructed. Digital social reading supports a multiliteracies approach to teaching L2 pragmatics. This study investigates interactional patterns in social reading across multiple groups of learners. In total, 215 students enrolled in 11 sections of a beginning university French course used the DAT eComma to annotate six L2 songs over three months. We performed a mixed-methods analysis of the annotations. Social engagement, as measured by the frequency of questions and replies as well as word count, decreased over time, and the use of linguistic affordances increased in later songs. However, these patterns were highly variable across the sections. Language choice, social engagement and register, among other factors, were influenced by the shared practices of members of each section. Through their interactions, participants co-constructed meaning about the texts themselves as well as broader cultural and pragmatic questions. Instructors reported that engagement in class discussion corresponded to that of the online discussion.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.publisher (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
dc.subject Digital Social Reading
dc.subject Multiliteracies
dc.subject Instructional Pragmatics
dc.subject L2 Reading
dc.title Patterns of peer interaction in multimodal L2 digital social reading
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/44726
prism.volume 24
prism.number 2
prism.startingpage 70
prism.endingpage 85
Appears in Collections: Volume 24 Number 2, June 2020 Special Issue:Technology-enhanced L2 Instructional Pragmatics


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