Digital Multimodal Composing in L2 Learning: Ideologies and Impact-Reference-Cited by-同舟云学术

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Digital Multimodal Composing in L2 Learning: Ideologies and Impact

Published:2020-05-21 Issue:3 Volume:20 Page:167-182
ISSN:1534-8458
Container-title:Journal of Language, Identity & Education
language:en
Short-container-title:Journal of Language, Identity & Education

Author:

Jiang Lianjiang¹²,Ren Wei³⁴^ORCID

Affiliation:

1. Jimei University

2. University of Macau

3. Beihang University

4. Xi’an Jiaotong University

Funder

Fujian Provincial Education Science Thirteenth Five-Year Plan Fund

Publisher

Informa UK Limited

Subject

Linguistics and Language,Language and Linguistics,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/15348458.2020.1753192

Reference34 articles.

1. Meaning-Making, Multimodal Representation, and Transformative Pedagogy: An Exploration of Meaning Construction Instructional Practices in an ESL High School Classroom

2. English as a spatial resource and the claimed competence of Chinese STEM professionals

3. Digital Literacies: Social Learning and Classroom Practices

4. Chapter 2. Identity Texts: The Imaginative Construction of Self through Multiliteracies Pedagogy

Cited by 45 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. From teacher-intended to learner-actualised affordances in a WeChat-Supported mobile Chinese language learning environment;System;2024-11

2. Freedom and constraints: English learners’ investment in writing through digital multimodal composing;System;2024-10

3. Digital multimodal composing as a translanguaging space;Chinese Language and Discourse. An International and Interdisciplinary Journal;2024-08-12

4. Researching L2 investment in EMI courses: Techno-reflective narrative interviews;Research Methods in Applied Linguistics;2024-08

5. Teachers’ perceptions of challenges in digital multimodal composing with newcomer adolescent students from refugee backgrounds;Language and Education;2024-07-08

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