Multimodal literacy practice and identity in standard English learning: A case study in Taiwan

Hsiao-Ping Wu

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Multimodal literacy practice and identity in standard English learning: A case study in Taiwan

机译：标准英语学习中的多峰识字实践和身份认同：以台湾为例

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The purp ose of this qualitative case study is to understand the impact of four high school students' multimodal literacy practices in blog- ging and instant messaging ( IM ) on academic writing and how they construct their identities in terms of language use in Taiwan. Sources of data are questionnaires, academic writings, blog entries, chatting scripts, and online in- terviews. Computer-mediated discourse anal - ysis was employed to examine the impact of IM features in academic writing and identity construction when engaging literacy practices in English. Data were analyzed quantitative- ly and qualitatively. The study confirms that online context is an important site for liter- acy practices, and it affects language use and identity. Findings showed that literacy practice online provided fluency in students' writing. Students also performed different identities to practice English in IM . The study suggests future researchers and educators can incorpo- rate and validate students' favorite sites for literacy practice and learning.

机译：该定性案例研究的目的是了解四个高中生在博客和即时消息（IM）中的多模式扫盲实践对学术写作的影响，以及他们如何在台湾使用语言时建构自己的身份。数据来源包括问卷，学术著作，博客条目，聊天脚本和在线访问。当使用英语读写能力练习时，计算机介导的话语分析被用来检验IM功能对学术写作和身份建构的影响。对数据进行定量和定性分析。该研究证实，在线上下文是扫盲实践的重要站点，并且会影响语言的使用和身份。调查结果表明，在线扫盲练习使学生的写作更加流畅。学生们还使用不同的身份在IM中练习英语。该研究表明，未来的研究人员和教育工作者可以结合并验证学生最喜欢的素养实践和学习场所。

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《The JALT CALL Journal》 |2010年第2期|共页
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Hsiao-Ping Wu;
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中图分类计算技术、计算机技术;
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Multimodal literacy practice and identity in standard English learning: A case study in Taiwan

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