Vlog-Based Multimodal Composing: Enhancing EFL Learners’ Writing Performance

For most learners of English as a foreign language (EFL), there has long been a lack of effective opportunities to practice English writing skills. However, the recent development of social networking services (SNS) provides new possibilities for these learners to practice writing English in a meani...

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Bibliographic Details
Published inApplied sciences Vol. 11; no. 20; p. 9655
Main Authors Xie, Qiuzhu, Liu, Xiaobin, Zhang, Nanyan, Zhang, Qianqian, Jiang, Xijuan, Wen, Lijun
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.10.2021
Subjects
Anxiety
Classrooms
Colleges & universities
Complexity
Education
Foreign languages
Language
Learning
Listening
multimodal composing
Skills
SNS
Social discrimination learning
Social networks
Social organization
Social research
Students
Teaching
vlog
Writing
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Summary:For most learners of English as a foreign language (EFL), there has long been a lack of effective opportunities to practice English writing skills. However, the recent development of social networking services (SNS) provides new possibilities for these learners to practice writing English in a meaningful way. Meanwhile, with the popularity of social media in language learning, writing is unnecessarily in the form of plain text, and multimodal composing based on text and additional modes such as audio, video or images has been a new form of writing activity instead. This study integrated SNS-based multimodal composing activities into secondary and higher education, with the aim of determining its effects on learners’ writing performance. Two classes in senior high school Grade 10 and four in college were recruited, three as the control groups without using SNS-based multimodal composing, and others as the experimental groups. While all classes’ writing performance improved between pretest and posttest, the gains in overall writing competence by experimental groups and the gains in three detailed aspects (readability, lexical complexity and syntactic complexity) by college students were significantly larger. Progress in detailed aspects, on the other hand, was different across different groups. These findings are discussed in relation to specific characteristics of multimodal composing and SNS-based learning that enables learners to improve writing performance.
ISSN:2076-3417
2076-3417
DOI:10.3390/app11209655