Digital L2 Writing Literacies - Directions for Classroom Practice - Ana Oskoz
Becoming Digitally Literate: Rethinking Feedback and Revision
Digital L2 Writing Literacies - Directions for Classroom Practice - Ana Oskoz
Ana Oskoz [+]
University of Maryland Baltimore County
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Idoia Elola [+]
Texas Tech University
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Description
Chapter 5 addresses the influence that digital tools have had in the areas of feedback and the revision process in L2 writing. Text composition in the context of digital multimodal genres requires careful thinking about what type of feedback may be most appropriate for students in terms of not only the linguistic aspects of their writing but also of the non-linguistic aspects, such as the use of still or moving images and sounds. At the same time, the use of digital tools (such as screencast recordings or the track changes function of Word) to provide feedback allows instructors to provide (and learners to benefit from) multimodal feedback. The authors focus on the impact that various digital tools have on L2 writing development and consider diverse media for the provision of feedback, including digital and non-digital media.