Date of Award

5-2-2022

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Applied Linguistics and English as a Second Language

Abstract

Extensive reading (ER), an act of rapid reading while focusing on the meaning (Palmer, 1964), has received much attention in second language (L2) literacy studies. Furthermore, an increasing number of L2 writing research has examined roles of digital multimodal composing (DMC), referring to composing digital texts that involve various modes (i.e., visuals, sounds). Moreover, remaining questions on the affordances of DMC compared to traditional monomodal writing, none of the research has compared DMC to traditional monomodal writing using an extensive reading-to-write task in terms of task performance and learner perception towards tasks. Meanwhile, vocabulary learning using post-reading tasks has underexplored in ER from a task-based approach. The overarching goals are to compare DMC and traditional monomodal writing in terms of 1) task outcome, 2) roles of learner factors, 3) vocabulary learning, and 4) learner perception using an extensive reading-to-write task.

Eighty Korean university students were randomly assigned to either DMC or traditional monomodal writing group. After reading an English novel, they completed a reading-to-write book review task either in DMC or traditional monomodal writing. The following data has been collected from both groups over two days: (1) reading-to-write task outcome, (2) learner factor measures, (3) vocabulary pre-posttest, and (4) learner perception survey. The collected data were analyzed as follows: (1) the quality of DMC and monomodal writing task outcome was scored and compared using t-tests; (2) learner factor scores using multiple regression (3) students’ vocabulary scores using t-tests and multiple regression; and (4) learner perceptions survey results were interpreted using a descriptive statistics method. The results show there was no significant difference in students’ writing between the two groups. While the quality of DMC was significantly predicted by students’ writing proficiency, that of traditional monomodal writing was significantly predicted by students’ reading and writing proficiency. Students’ vocabulary learning was achieved and significantly predicted by their writing proficiency and text comprehension. Regarding learner perceptions towards tasks, results showed students perceived tasks similarly. Implications for L2 writing instruction regarding the affordances of DMC as in comparison to traditional monomodal writing in extensive reading-to-write tasks are discussed.

DOI

https://doi.org/10.57709/29040433

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