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- Title
Multimodal, Digital Artefacts as Learning Tools in a University Subject-Specific English Language Course.
- Authors
Hellwig, Anne F. J.
- 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).
- Subjects
GERMANY; DIGITAL learning; ENGLISH language; CIVIL engineers; COMMUNICATION of technical information; CIVIL engineering
- Publication
International Journal of TESOL Studies, 2022, Vol 4, Issue 2, p24
- ISSN
2632-6779
- Publication type
Article
- DOI
10.46451/ijts.2022.02.03