'If you have the freedom, you don't need to even think hard' - considerations in designing for student agency through digital multimodal composing in the language classroom

We report on a study in which two primary school English Language teachers work with researchers to co-design a series of lessons to enhance student agency. 'Tinkering' through digital multimodal composing is used as a pedagogical approach. We reflect on the issues in balancing the student...

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Published inLanguage and education Vol. 37; no. 4; pp. 409 - 427
Main Authors Lim, Fei Victor, Nguyen, Thi Thu Ha
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 04.07.2023
Taylor & Francis Ltd
Subjects
agency
Computer assisted language learning
Decision Making
Digital multimodal composing
Educational Researchers
Elementary education
Elementary School Teachers
English (Second Language)
English language
English teachers
Foreign Countries
Human agency
Instructional Design
Language Teachers
multiliteracies
Multimedia Instruction
Multimedia Materials
Multimodality
Multiple Literacies
pedagogy
Scaffolding (Teaching Technique)
Second Language Instruction
Singapore
Student Centered Learning
Student Role
Teacher Collaboration
Teacher Role
Writing (Composition)
Singapore
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Abstract We report on a study in which two primary school English Language teachers work with researchers to co-design a series of lessons to enhance student agency. 'Tinkering' through digital multimodal composing is used as a pedagogical approach. We reflect on the issues in balancing the student's agency with the teacher's role. Our study is guided by questions on how we can design for student agency through digital multimodal composing and what the considerations to design for student agency are. Our findings suggest that while tinkering offers a useful set of features for the design of a more student-centric English Language classroom, two important considerations need to be taken into account. The first relates to the extent in which the student can make choices; the second relates to the extent of the teacher's guidance in scaffolding the process of digital multimodal composing.
AbstractList We report on a study in which two primary school English Language teachers work with researchers to co-design a series of lessons to enhance student agency. 'Tinkering' through digital multimodal composing is used as a pedagogical approach. We reflect on the issues in balancing the student's agency with the teacher's role. Our study is guided by questions on how we can design for student agency through digital multimodal composing and what the considerations to design for student agency are. Our findings suggest that while tinkering offers a useful set of features for the design of a more student-centric English Language classroom, two important considerations need to be taken into account. The first relates to the extent in which the student can make choices; the second relates to the extent of the teacher's guidance in scaffolding the process of digital multimodal composing.
Audience Elementary Education
Author Lim, Fei Victor
Nguyen, Thi Thu Ha
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Snippet We report on a study in which two primary school English Language teachers work with researchers to co-design a series of lessons to enhance student agency....
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SubjectTerms agency
Computer assisted language learning
Decision Making
Digital multimodal composing
Educational Researchers
Elementary education
Elementary School Teachers
English (Second Language)
English language
English teachers
Foreign Countries
Human agency
Instructional Design
Language Teachers
multiliteracies
Multimedia Instruction
Multimedia Materials
Multimodality
Multiple Literacies
pedagogy
Scaffolding (Teaching Technique)
Second Language Instruction
Singapore
Student Centered Learning
Student Role
Teacher Collaboration
Teacher Role
Writing (Composition)
Title 'If you have the freedom, you don't need to even think hard' - considerations in designing for student agency through digital multimodal composing in the language classroom
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