News

ISSN Number

2632-6779 (Print)  

2633-6898 (Online)

Abstracting/Indexing/Listing

Ulrich’s Periodicals Directory (ProQuest)

MLA International Bibliography

MLA Directory of Periodicals

Directory of Open Access Journals (DOAJ)

QOAM (Quality Open Access Market)

British National Bibliography

WAC Clearinghouse Journal Listings

EBSCO Education

ICI Journals Master List

ERIH PLUS

CNKI Scholar

Gale-Cengage

WorldCat

Crossref

Baidu Scholar

British Library

J-Gate

ROAD

BASE

Publons

Google Scholar

Semantic Scholar

ORE Directory

TIRF

China National Center for Philosophy and Social Sciences Documentation

 

Home Journal Index 2022-2

Multimodal, Digital Artefacts as Learning Tools in a University Subject-Specific English Language Course

Download Full PDF

Anne FJ Hellwig
University of Wollongong, Australia


Abstract
This paper explores the practice of using multimodal, digital assessment tasks assigned to students of an English for Architects and Civil Engineers course at a university in Germany. Students were tasked with creating multimodal video compositions and interviewed about the processes behind composing their artefacts. The goal was to interrogate to what extent multimodal assessment tasks such as these can promote the communication of technical concepts, facilitate nuanced opportunities for language development and develop the students as social agents. The artefacts were examined through the lens of Systemic Functional Semiotics, drawing particularly upon the Genre and Multimodality framework (Bateman et al., 2017; Bateman & Schmidt-Borcherding, 2018) and a recent approach to analysing multimodal artefacts developed by Turney & Jones (2021).


Keywords
Multimodality, TESOL, Systemic Functional Semiotics, Genre and Multimodality Framework