Spoilt for choice
A plethora of modes for electronic feedback on second language writing
DOI:
https://doi.org/10.1558/wap.35663Keywords:
multimodality, writing, electronic feedback, activity theoryAbstract
Spoilt for choice: A plethora of modes for electronic feedback on second language writing
References
Bitchener, J. and Storch, N. (2016) Written corrective feedback for L2 development. Bristol: Multilingual Matters.
Chang, C.-F. (2009) Peer review through synchronous and asynchronous CMC modes: A case study in a Taiwanese college English writing course. The JALTCALL Journal 5(1): 45--64.
Chang, C.-F. (2012) Peer review via three modes in an EFL writing course. Computers and Composition 29: 63--78. doi:10.1016/j.compcom.2012.01.001.
Ene, E. and Upton, T. A. (2014) Learner uptake of teacher electronic feedback in ESL composition. System (46): 80--95.
Guichon, N. (2017) Sharing a multimodal corpus to study webcam-mediated language teaching. Language Learning & Technology 21(1): 55--74.
Guichon, N. and Cohen, C. (2016) Multimodality and CALL. In F. Farr and L. Murray (eds) The Routledge Handbook of Language Learning and Technology 509--521. London: Routledge.
Hamel, M. J., and Séror, J. (2016) Video screen capture to document and scaffold the L2 writing process. In C. Caws and M.J. Hamel (eds) Language-Learner Computer Interactions: Theory, Methodology, and Applications 137--162. Amsterdam/Philadelphia: John Benjamins.
Hampel, R. and Stickler, U. (2012) The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL 24: 116-137.
Hauck, M. (2010) Telecollaboration: At the interface between multimodal and intercultural communicative competence. In S. Guth and F. Helm. (eds) Telecollaboration 2.0 219--244. Oxford: Peter Lang.
Ho, M.-C. and Savignon, S. J. (2007) Face-to-face and computer mediated peer review in EFL writing. CALICO Journal 24: 269--90.
Jewitt, C. (2017) An introduction to multimodality. In C. Jewitt (ed.) The Routledge Handbook of Multimodal Analysis (2nd ed.) 14-27. London: Routledge.
Jewitt, C., Bezemer, J., O'Halloran, K. (2016) Introducing Multimodality. London: Routledge.
Johnson, K. E. (2006) The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly 40(1): 235-257.
Jones, H. R., Garralda, A., Li, D.C.S. and Lock, G. (2006) Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers. Journal of Second Language Writing 15(1): 1-23.
Kalman, Y.M., Rafaeli, S. (2007). Modulating synchronicity in computer mediated communication. Paper presented at the 2007 Conference of International Communication Association, May 24-28, 2007, San-Francisco, USA. Retrieved on 14 December 2017 from http://www.kalmans.com/synchasynchICAsubmit.pdf.
Kress, G., and van Leeuwen, T. (2001) Multimodal discourse: The Modes and Media of Contemporary Communication. London: Arnold.
Lamy, M.-N. and Flewitt, R. (2011) Describing online conversations: Insights from a multimodal approach. In C. Develotte, R. Kern and M.-N. Lamy (eds) Décrire la Conversation en Ligne: Le Face à Face Distanciel 71--94. Lyon: ENS Éditions.
Lamy, M.?N. (2007) Multimodality in second language conversations online: Looking for a methodology. In A. Baldry and E. Montagna (eds) Interdisciplinary Perspectives on Multimodality: Theory and practice. Proceedings of the Third International Conference on Multimodality 385-403. Campobasso: Palladino. Retrieved on 30 November 2017 from https://hal.archives-ouvertes.fr/file/index/docid/197411/filename/Lamy-Marie-Noelle-2007.pdf.
Lantolf, J. P. (ed.) (2000) Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
Lee, I. (2014) Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly 48(1): 201-213. doi:10.1002/tesq.153.
Michel, M. C. and Smith, B. (2017) Eye-tracking research in computer-mediated language learning. In S. Thorne and S. May (eds) Language, Education and Technology 1--12. Cham: Springer International Publishing. doi:10.1007/978-3-319-02328-1_34-1.
Norris, S. (2004) Analyzing multimodal interaction: A methodological framework. New York, NY: Routledge.
Norris, S. and Pirini, J. P. (2016) Communicating knowledge, getting attention, and negotiating disagreement via videoconferencing technology: A multimodal analysis. Journal of Organizational Knowledge Communication 3(1): 23-48.
Pujolà J. -T. (2001) Did CALL feedback feed back? Researching learners' use of feedback. ReCALL 13(1): 79-98.
Radecki, P.M. and Swales, J.M. (1988) ESL student reaction to written comments on their written work. System 16(3): 355-365.
Satar, H.M. (2016) Meaning-making in online language learner interactions via Desktop Videoconferencing. ReCALL 28(3): 305-325.
Satar, H.M. and Wigham, C.R. (2017) Multimodal instruction-giving practices in webconferencing-supported language teaching. System (70): 63-80.
Strobl, C. (2015) Attitudes towards online feedback on writing: Why students mistrust the learning potential of models. ReCALL Journal 27(3): 340-357.
Warschauer, M. (1996) Comparing face-to-face and electronic discussion in second language classroom. CALICO Journal 13(2&3): 7-26.
Chang, C.-F. (2009) Peer review through synchronous and asynchronous CMC modes: A case study in a Taiwanese college English writing course. The JALTCALL Journal 5(1): 45--64.
Chang, C.-F. (2012) Peer review via three modes in an EFL writing course. Computers and Composition 29: 63--78. doi:10.1016/j.compcom.2012.01.001.
Ene, E. and Upton, T. A. (2014) Learner uptake of teacher electronic feedback in ESL composition. System (46): 80--95.
Guichon, N. (2017) Sharing a multimodal corpus to study webcam-mediated language teaching. Language Learning & Technology 21(1): 55--74.
Guichon, N. and Cohen, C. (2016) Multimodality and CALL. In F. Farr and L. Murray (eds) The Routledge Handbook of Language Learning and Technology 509--521. London: Routledge.
Hamel, M. J., and Séror, J. (2016) Video screen capture to document and scaffold the L2 writing process. In C. Caws and M.J. Hamel (eds) Language-Learner Computer Interactions: Theory, Methodology, and Applications 137--162. Amsterdam/Philadelphia: John Benjamins.
Hampel, R. and Stickler, U. (2012) The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL 24: 116-137.
Hauck, M. (2010) Telecollaboration: At the interface between multimodal and intercultural communicative competence. In S. Guth and F. Helm. (eds) Telecollaboration 2.0 219--244. Oxford: Peter Lang.
Ho, M.-C. and Savignon, S. J. (2007) Face-to-face and computer mediated peer review in EFL writing. CALICO Journal 24: 269--90.
Jewitt, C. (2017) An introduction to multimodality. In C. Jewitt (ed.) The Routledge Handbook of Multimodal Analysis (2nd ed.) 14-27. London: Routledge.
Jewitt, C., Bezemer, J., O'Halloran, K. (2016) Introducing Multimodality. London: Routledge.
Johnson, K. E. (2006) The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly 40(1): 235-257.
Jones, H. R., Garralda, A., Li, D.C.S. and Lock, G. (2006) Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers. Journal of Second Language Writing 15(1): 1-23.
Kalman, Y.M., Rafaeli, S. (2007). Modulating synchronicity in computer mediated communication. Paper presented at the 2007 Conference of International Communication Association, May 24-28, 2007, San-Francisco, USA. Retrieved on 14 December 2017 from http://www.kalmans.com/synchasynchICAsubmit.pdf.
Kress, G., and van Leeuwen, T. (2001) Multimodal discourse: The Modes and Media of Contemporary Communication. London: Arnold.
Lamy, M.-N. and Flewitt, R. (2011) Describing online conversations: Insights from a multimodal approach. In C. Develotte, R. Kern and M.-N. Lamy (eds) Décrire la Conversation en Ligne: Le Face à Face Distanciel 71--94. Lyon: ENS Éditions.
Lamy, M.?N. (2007) Multimodality in second language conversations online: Looking for a methodology. In A. Baldry and E. Montagna (eds) Interdisciplinary Perspectives on Multimodality: Theory and practice. Proceedings of the Third International Conference on Multimodality 385-403. Campobasso: Palladino. Retrieved on 30 November 2017 from https://hal.archives-ouvertes.fr/file/index/docid/197411/filename/Lamy-Marie-Noelle-2007.pdf.
Lantolf, J. P. (ed.) (2000) Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
Lee, I. (2014) Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly 48(1): 201-213. doi:10.1002/tesq.153.
Michel, M. C. and Smith, B. (2017) Eye-tracking research in computer-mediated language learning. In S. Thorne and S. May (eds) Language, Education and Technology 1--12. Cham: Springer International Publishing. doi:10.1007/978-3-319-02328-1_34-1.
Norris, S. (2004) Analyzing multimodal interaction: A methodological framework. New York, NY: Routledge.
Norris, S. and Pirini, J. P. (2016) Communicating knowledge, getting attention, and negotiating disagreement via videoconferencing technology: A multimodal analysis. Journal of Organizational Knowledge Communication 3(1): 23-48.
Pujolà J. -T. (2001) Did CALL feedback feed back? Researching learners' use of feedback. ReCALL 13(1): 79-98.
Radecki, P.M. and Swales, J.M. (1988) ESL student reaction to written comments on their written work. System 16(3): 355-365.
Satar, H.M. (2016) Meaning-making in online language learner interactions via Desktop Videoconferencing. ReCALL 28(3): 305-325.
Satar, H.M. and Wigham, C.R. (2017) Multimodal instruction-giving practices in webconferencing-supported language teaching. System (70): 63-80.
Strobl, C. (2015) Attitudes towards online feedback on writing: Why students mistrust the learning potential of models. ReCALL Journal 27(3): 340-357.
Warschauer, M. (1996) Comparing face-to-face and electronic discussion in second language classroom. CALICO Journal 13(2&3): 7-26.
Published
2018-04-25
Issue
Section
Guest Editorial
How to Cite
Satar, H. M., & Strobl, C. (2018). Spoilt for choice: A plethora of modes for electronic feedback on second language writing. Writing and Pedagogy, 9(3), 393-403. https://doi.org/10.1558/wap.35663
