Using multimodal language learning histories to understand learning experiences and beliefs of second language learners in Japan

Abstract

AbstractThis study explores the possibilities of using digitally produced multimodal language learning histories (MLLHs) to understand the experiences of learning a second language (L2) of a group of university students in Japan (N = 21). The study observes that learners’ MLLHs are texts in which the visual elements of language, place, person, learning resource, and self‐analysis of learning process are represented visually. It also identifies 4 patterns in the ways the MLLHs are constructed by focusing on a certain type of visual element. Person‐oriented MLLHs focus on L2 learning as emotional experience. In resource‐oriented MLLHs, learning is perceived to occur because of engaging with language via favorite media. In analysis‐oriented MLLHs, learning is regarded as a matter of going up and down the scale of linguistic measures. Place‐oriented MLLHs emphasize being on site at an L2‐speaking region as being the key in the era of globalization and mobility. These patterns reflect learners’ beliefs on L2 learning as viewed from a contextual perspective. This study further argues that a multimodal approach can have a significant influence on making visible learners’ subjective perspectives and beliefs as lenses through which they frame their learning experiences, as well as visualizing the dynamics and individualities of learning.