Cover not available

In:Digital Social Reading and Second Language Learning and Teaching:
Edited by Joshua J. Thoms and Kristen Michelson
[AILA Applied Linguistics Series 21] 2024
► pp. 153–178

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 7
Developing digital social reading in source‑based writing

A second language teaching and learning account

 | Bartin University
 | University of South Florida
Published online: 17 October 2024
DOI logo with link
https://doi.org/10.1075/aals.21.07kar
Abstract
This chapter introduces eight digital social reading tasks to facilitate second language source-based reading and writing (Hirvela & Du, 2013): noticing grammatical structures, applying vocabulary glossing, instigating conversations on reading content, engaging critical thinking on arguments, making inferences, dissecting model texts, reconstructing ideas, and crafting source-based writing. They aim to support learners in acquiring grammatical forms and vocabulary for writing, constructing topical knowledge, and transforming reading-derived knowledge into writing. The tasks are divided into three phases of increasing complexity, which serve as support mechanisms and formative assessment points. Sample prompts are provided for each phase to guide students in showcasing their thinking on the source texts.
Article outline
  • Introduction
  • Online collaborative reading in second language teaching and learning
  • Digital social reading tasks
    • Noticing grammatical structures
    • Applying vocabulary glossing
    • Instigating reading content conversations
    • Engaging critical thinking on arguments
    • Making inferences
    • Dissecting model texts
    • Reconstructing ideas
    • Crafting source-based writing
  • Challenges and pedagogical implications
  • Conclusion
  • References
References (60)
References
Allen, H., & Goodspeed, L. (2018). Textual borrowing and perspective-taking: A genre-based approach to L2 writing. L2 Journal, 10(2), 87–110. Google Scholar logo with link to Google Scholar
Andrade, H., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice, 17, 199–214. Google Scholar logo with link to Google Scholar
Bai, B., & Wang, J. (2020). Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence. Language Teaching Research, 27(5). Google Scholar logo with link to Google Scholar
Beauvois, M. (1995). E-talk: Attitudes and motivation in computer-assisted classroom discussion. Computers and the Humanities, 28(2), 177–190. Google Scholar logo with link to Google Scholar
Chun, D. (2011). Computer assisted language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 663–680). Routledge.Google Scholar logo with link to Google Scholar
Currie, P. (1998). Staying out of trouble: Apparent plagiarism and academic survival. Journal of Second Language Writing, 7(1), 1–18. Google Scholar logo with link to Google Scholar
Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Ablex.Google Scholar logo with link to Google Scholar
Dooly, M. (2017). Telecollaboration. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 169–183). Wiley-Blackwell. Google Scholar logo with link to Google Scholar
Erdemir, E., & Brutt-Griffler, J. (2020). Vocabulary development through peer interactions in early childhood: A case study of an emergent bilingual child in preschool. International Journal of Bilingual Education and Bilingualism, 25, 834–865. Google Scholar logo with link to Google Scholar
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.Google Scholar logo with link to Google Scholar
Haastrup, K. (1991). Lexical inferencing procedures or talking about words: Receptive procedures inforeign language learning with special reference to English. Gunter Narr.Google Scholar logo with link to Google Scholar
Hedgcock, J., & Ferris, D. (2009). Teaching readers of English: Students, texts, and contexts. Routledge. Google Scholar logo with link to Google Scholar
Hill, J., & Hannafin, M. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research and Development, 49(3), 37–52. Google Scholar logo with link to Google Scholar
Hirvela, A. (2016). Connecting reading and writing in second language writing instruction (2nd ed.). University of Michigan Press. Google Scholar logo with link to Google Scholar
Hirvela, A., & Du, Q. (2013). “Why am I paraphrasing?”: Undergraduate ESL writers’ engagement with source-based academic writing and reading. Journal of English for Academic Purposes, 12(2), 87–98. Google Scholar logo with link to Google Scholar
Ilahude, F., Fatsah, H., Luwiti, S., & Otoluwa, M. (2021). The influence of the use of context clues strategy on reading comprehension. International Journal of Education and Social Science Research, 4(6), 166–180. Google Scholar logo with link to Google Scholar
Jacob, E., Rottenberg, L., Patrick, S., & Wheeler, E. (1996). Cooperative learning: Context and opportunities for acquiring academic English. TESOL Quarterly, 30, 253–280. Google Scholar logo with link to Google Scholar
Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 183–216). University of Hawai’i, Second Language Teaching & Curriculum Center.Google Scholar logo with link to Google Scholar
Kang, E. (2020). Using model texts as a form of feedback in L2 writing. System, 89, 102196. Google Scholar logo with link to Google Scholar
Kelm, O. (1998). The use of electronic mail in foreign language classes. In J. Swaffar, S. Romano, P. Markley, & K. Arens (Eds.), Language learning online: Theory and practice in the ESL and L2 computer classroom (pp. 1–15). Daedalus.Google Scholar logo with link to Google Scholar
Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79, 457–476. Google Scholar logo with link to Google Scholar
Kiili, C., Laurinen, L., Marttunen, M., & Leu, D. J. (2012). Working on understanding during collaborative online reading. Journal of Literacy Research, 44(4), 448-483.Google Scholar logo with link to Google Scholar
Klingner, J., Vaughn, S., & Schumm, J. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School Journal, 99(1), 3–22. Google Scholar logo with link to Google Scholar
Klingner, J., & Vaughn, S. (2000). The helping behaviors of fifth graders while using collaborative strategic reading during ESL content classes. TESOL Quarterly, 34(1), 69–98. Google Scholar logo with link to Google Scholar
Kroonenberg, N. (1994). Developing communicative and thinking skills via electronic mail. TESOL Journal, 4(2), 24–27.Google Scholar logo with link to Google Scholar
Kuhn, D. (1991). The skills of argument. Cambridge University Press. Google Scholar logo with link to Google Scholar
Lee, L. (2010). Fostering reflective writing and interactive Exchange through blogging in an advanced language course. ReCALL, 22(2), 212–227. Google Scholar logo with link to Google Scholar
Liontas, J. (2018). Refocusing the digital lens of idiomaticity: A second look at understanding idiomaticity in CALL. Iranian Journal of Language Teaching Research, 6(2), 1–21.Google Scholar logo with link to Google Scholar
(2019). Teaching idioms and idiomatic expressions across the second language curriculum. In E. Hinkel (Ed.), Teaching essential units of language: Beyond single-word vocabulary (pp. 55–105). Routledge.Google Scholar logo with link to Google Scholar
(2021a). Figures of speech? Go figure! A baker’s dozen should do it: Imagining figurative language. In I. Galantomos (Ed.), L2 figurative language teaching: Theory and Practice (pp. 28–64). Cambridge Scholars.Google Scholar logo with link to Google Scholar
(2021b). A baker’s dozen plus one for the road: Reimagining figurative language. In I. Galantomos (Ed.), L2 figurative language teaching: Theory and Practice (pp. 65–84). Cambridge Scholars.Google Scholar logo with link to Google Scholar
(2021c). Attaining knowledge of idiomatics in the age of Corona and beyond. In K. Kelch, P. Byun, S. Safavi, & S. Cervantes (Eds.), CALL theory applications for online TESOL education (pp. 1–34). IGI Global Publishing. Google Scholar logo with link to Google Scholar
Lo, J., Yeh, S., & Sung, C. (2013). Learning paragraph structure with online annotations: An interactive approach to enhancing EFL reading comprehension. System, 41(2), 413–427. Google Scholar logo with link to Google Scholar
Lotman, Y. (1988). Text within a text. Soviet Psychology, 26(3), 32–51. Google Scholar logo with link to Google Scholar
Martin, J. (1999). Mentoring semogenesis: ‘genre-based’ literacy pedagogy. In F. Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes (pp. 123–155). Continuum.Google Scholar logo with link to Google Scholar
Maxim, H. (2009). “It’s made to match”: Linking L2 reading and writing through textual borrowing. In C. Brantmeier (Ed.), Crossing languages and research methods: Analyses of adult foreign language reading (pp. 97–122). Information Age Publishing.Google Scholar logo with link to Google Scholar
Meunier, L. (1998). Personality and motivational factors in computer-mediated foreign language communication. In J. A. Muyskens (Ed.), New ways of learning and teaching (pp. 145–197). Heinle & Heinle.Google Scholar logo with link to Google Scholar
Nor, N., Azman, H., & Hamat, A. (2013). Investigating students’ use of online annotation tool in an online reading environment. 3L: Southeast Asian Journal of English Language Studies, 19(3), 87–101.Google Scholar logo with link to Google Scholar
Norris, J. M. (2009). Task-based teaching and testing. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 578–594). Wiley-Blackwell. Google Scholar logo with link to Google Scholar
Oclarit, R., & Casinillo, L. (2021). Strengthening the reading comprehension of students using a context clue. Journal of Education Research and Evaluation, 5(3), 373–379. Google Scholar logo with link to Google Scholar
Piaget, J., & Inhelder, B. (1969). The psychology of the child (H. Weaver, Trans.). Basic Books.Google Scholar logo with link to Google Scholar
Pinter, A. (2007). Some benefits of peer — peer interaction: 10-year-old children practising with a communication task. Language Teaching Research, 11, 189–207. Google Scholar logo with link to Google Scholar
Prior, A., Goldina, A., Shany, M., Geva, E., & Katzir, T. (2014). Lexical inference in L2: Predictive roles of vocabulary knowledge and reading skill beyond reading comprehension. Reading and Writing, 27, 1467–1484. Google Scholar logo with link to Google Scholar
Rothery, J. (1996). Making changes: Developing an educational linguistics. In R. Hasan, & G. Williams (Eds.), Literacy in society (pp. 86–123). Longman.Google Scholar logo with link to Google Scholar
Salaberry, R. (2000). L2 morphosyntactic development in text-based computer communication. Computer Assisted Language Learning, 13(1), 5–27. Google Scholar logo with link to Google Scholar
Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97–119). Cambridge University Press.Google Scholar logo with link to Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 17–46. Google Scholar logo with link to Google Scholar
Stevani, M., Prayuda, M. S., Sari, D. W., Marianus, S. M., & Tarigan, K. E. (2022). Evaluation of contextual clues: EFL proficiency in reading comprehension. English Review: Journal of English Education, 10(3), 993–1002. Google Scholar logo with link to Google Scholar
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. Google Scholar logo with link to Google Scholar
Thoms, J., & Poole, F. (2018). Exploring digital literacy practices via L2 social reading. L2 Journal, 10(2), 36–61. Google Scholar logo with link to Google Scholar
Tieu, L., & Baker, J. (2023). Using model essays in conjunction with noticing as a feedback instrument in IELTS writing preparation. Innovation in Language Learning and Teaching, 17(2), 380–392. Google Scholar logo with link to Google Scholar
Tseng, S., Yeh, H., & Yang, S. (2015). Promoting different reading comprehension levels through online annotations. Computer Assisted Language Learning, 28(1), 41–57. Google Scholar logo with link to Google Scholar
Tseng, S., & Yeh, H. (2018). Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students’ English reading comprehension. Interactive Learning Environments, 26(6), 789–802. Google Scholar logo with link to Google Scholar
Tuyen, L., & Huyen, V. (2019). Effects of using contextual clues on English vocabulary retention and reading comprehension. International Journal of English Literature and Social Sciences (IJELS), 4(5), 1342–1347. Google Scholar logo with link to Google Scholar
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.Google Scholar logo with link to Google Scholar
Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2), 7–26. Google Scholar logo with link to Google Scholar
Yang, Y. (2016). Teaching Chinese college ESL writing: A genre-based approach. English Language Teaching, 9(9), 36–44. Google Scholar logo with link to Google Scholar
Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20(2), 111–133. Google Scholar logo with link to Google Scholar
Yeh, H., Hung, H., & Chiang, Y. (2017). The use of online annotations in reading instruction and its impact on students’ reading progress and processes. ReCALL, 29(1), 22–38. Google Scholar logo with link to Google Scholar
Zeng, G., & Takatsuka, S. (2009). Text-based peer-peer collaborative dialogue in a computer-mediated learning environment in the EFL context. System, 37, 434–446. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue