Scaffolding English Learners' Social Construction of Meaning in Online Multimodal Learning Experiences

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-11 - Technology and Second Language Learning

Abstract

Second/foreign language (L2) learners face the challenge of developing Intercultural Communication Competence (ICC) while engaging in the Discourses of a ‘Post-Truth’ era. With this in mind, we explored the ways in which the affordances of CALL technologies (e.g., synchronous and asynchronous communication tools) and a teacher’s dialogic instruction scaffolded L2 learners’ efforts to collaboratively and critically construct knowledge in an online writing class. Findings indicate the types of scaffolding the teacher employed included recasting, cued elicitation, modeling, and providing feedback. As a result, the learners improved their ICC, specifically their abilities to employ rhetorical modes (emotion, logic, credibility, settings, purpose) in argumentative writing. Demonstrations and recommendations are provided regarding effective ways to employ CALL approaches and dialogic scaffolding.

Authors

• Zhengjie Li, University of South Florida

• Patrick Mannion, University of South Florida

• Imelda Bangun, University of South Florida - Tampa