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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| 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] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178365838 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Facilitating self-directed language learning during the pandemic through digital multimodal composing: A tale of two Hong Kong primary English teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lianjiang+Jiang%22">Lianjiang Jiang</searchLink><relatesTo>1</relatesTo><i> jljiang@hku.hk</i><br /><searchLink fieldCode="AR" term="%22Kam%2C+Hayley%22">Kam, Hayley</searchLink><relatesTo>1</relatesTo><i> kamhaynamhayley@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ferguson%2C+Daniel%22">Ferguson, Daniel</searchLink><relatesTo>1</relatesTo><i> danielf@connect.hku.hk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Jul2024, Vol. 27 Issue 3, p253-267. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Self-managed+learning+%28Personnel+management%29%22">Self-managed learning (Personnel management)</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Neurolinguistics%22">Neurolinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+communities%22">Virtual communities</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Hong+Kong+%28China%29%22">Hong Kong (China)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178365838 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30191/ETS.202407_27(3).SP04 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 253 Subjects: – SubjectFull: Self-managed learning (Personnel management) Type: general – SubjectFull: English teachers Type: general – SubjectFull: Neurolinguistics Type: general – SubjectFull: Pandemics Type: general – SubjectFull: Virtual communities Type: general – SubjectFull: Hong Kong (China) Type: general Titles: – TitleFull: Facilitating self-directed language learning during the pandemic through digital multimodal composing: A tale of two Hong Kong primary English teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lianjiang Jiang – PersonEntity: Name: NameFull: Kam, Hayley – PersonEntity: Name: NameFull: Ferguson, Daniel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 27 – Type: issue Value: 3 Titles: – TitleFull: Educational Technology & Society Type: main |
| ResultId | 1 |
