Facilitating self-directed language learning during the pandemic through digital multimodal composing: A tale of two Hong Kong primary English teachers.

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Bibliographic Details
Title:	Facilitating self-directed language learning during the pandemic through digital multimodal composing: A tale of two Hong Kong primary English teachers.
Authors:	Lianjiang Jiang¹ jljiang@hku.hk, Kam, Hayley¹ kamhaynamhayley@gmail.com, Ferguson, Daniel¹ danielf@connect.hku.hk
Source:	Educational Technology & Society. Jul2024, Vol. 27 Issue 3, p253-267. 15p.
Subject Terms:	Self-managed learning (Personnel management), English teachers, *Neurolinguistics, Pandemics, Virtual communities
Geographic Terms:	Hong Kong (China)
Abstract:	The importance of self-directed language learning is well documented. Yet whether and how teachers in K-12 contexts can facilitate self-directed language learning, particularly during the pandemic, remains underexplored. Informed by a sociocultural conceptualization of self-directed language learning as socially mediated action, this study presents a tale of two primary English teachers' use of digital multimodal composing (DMC) to facilitate self-directed language learning among their young learners. Multiple sources of data were gathered, including in-depth interviews, observation, reflection, and multimodal videos. The analysis shows that using DMC in K-12 language pedagogies affords a new avenue for the two teachers to engage their students with self-directed language learning. The findings reveal that with DMC, the teachers facilitated their young learners with both artifactual literacies and participatory contributions to an online English community. With the artifactual and participatory patterns of literacy learning during DMC, the study argues that selfdirected language learning for contemporary young learners is becoming multimodal, digital, embodied, artifactual, connected, collaborative, and distributed within and across multiple spaces. The study refutes a deficit perspective toward K-12 learners and advocates recognizing and building on their linguistic and cultural repertories for the emergent process of self-directed language learning with technologies. Implications on how K-12 teachers should go beyond technological know-how to pedagogical know-how are also discussed. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	The importance of self-directed language learning is well documented. Yet whether and how teachers in K-12 contexts can facilitate self-directed language learning, particularly during the pandemic, remains underexplored. Informed by a sociocultural conceptualization of self-directed language learning as socially mediated action, this study presents a tale of two primary English teachers' use of digital multimodal composing (DMC) to facilitate self-directed language learning among their young learners. Multiple sources of data were gathered, including in-depth interviews, observation, reflection, and multimodal videos. The analysis shows that using DMC in K-12 language pedagogies affords a new avenue for the two teachers to engage their students with self-directed language learning. The findings reveal that with DMC, the teachers facilitated their young learners with both artifactual literacies and participatory contributions to an online English community. With the artifactual and participatory patterns of literacy learning during DMC, the study argues that selfdirected language learning for contemporary young learners is becoming multimodal, digital, embodied, artifactual, connected, collaborative, and distributed within and across multiple spaces. The study refutes a deficit perspective toward K-12 learners and advocates recognizing and building on their linguistic and cultural repertories for the emergent process of self-directed language learning with technologies. Implications on how K-12 teachers should go beyond technological know-how to pedagogical know-how are also discussed. [ABSTRACT FROM AUTHOR]
ISSN:	11763647
DOI:	10.30191/ETS.202407_27(3).SP04