Harnessing Multimodality in First-Year Composition Classroom in Second Language (L2) Settings to Enhance Effective Writing
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HARNESSING MULTIMODALITY IN FIRST-YEAR COMPOSITION CLASSROOM IN SECOND LANGUAGE (L2) SETTINGS TO ENHANCE EFFECTIVE WRITING Stephen Ohene-Larbi A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2019 Committee: Daniel Vincent Bommarito, Committee Co-Chair Sue Carter Wood, Committee Co-Chair Farida A Selim Graduate Faculty Representative Kimberly Kaye Spallinger © 2019 Stephen Ohene-Larbi All Rights Reserved iii ABSTRACT Daniel Vincent Bommarito and Sue Carter Wood, Committee Co-Chairs Digital space in the 21st century has given a new meaning to how second language (L2) learners can effectively use visual imagery to make meaning during writing in the composition classroom. The active participation of students to engage text during writing has drawn the attention of scholars to talk about the use of multimodal text in L2 settings. Shin & Cimasko assert research has noted that multimodal writing allows for better communication of knowledge and expression of personal identities through various modes of representation (2008). Jason Palmeri (2012) suggests that multimodal composing can enhance student invention and revision of alphabetic text (p. 32). Flower & Hayes on the other hand assert that if students are writing about a familiar place, the writer might perceive sensory (auditory, visual, olfactory) images of the place (p. 33). Drawing on these concepts, my research will explore how ESOL 1010 Academic first year composition students in second language settings at BGSU used multimodal tools in the composition classroom to participate in a General Writing Studies (GSW) showcase event, a regular writing program which gives opportunities to composition students to exhibit their writings. The study will also adopt a narrative approach to tell student’s stories about their multimodal experience before, during, and after using such tools in writing terms papers for the class. I will analyze survey data and personal interviews to assess the impact and usefulness of the multimodal approach in guiding students to develop text and making meaning, and how such learning skills can be applied in and outside the composition classroom to enhance student writing. iv To, Grandma, the stories you told made the difference, and Mom, you are the reason I am here. v ACKNOWLEDGMENTS I first and foremost thank the Almighty Lord for sustaining and guiding me throughout the writing process. I wish to acknowledge the contributions of the following individuals, each of whom contributed immensely to my research project and the writing of my dissertation: First, I wish to recognize the efforts of the research participants―my students who gave their time and attention to take the survey, interviews, and answered all questions. This project would not exist without them, and I very much appreciate their contributions. To my family, words alone cannot express the motivation, prayer support, love, commitment to stand with me through thick and thin, I am very grateful. This dissertation I would say was a journey and a symbol of your desire and inspiration to push me towards the finishing line; I could not have completed this without you. To Dr. Sue Carter Wood, you taught me about archival research, grammar in the context of writing and these were exactly the tools I needed to conduct my study, you gave me hope, and the encouragement to thank you To Dr. Daniel Vincent Bommarito, the whole idea of writing this dissertation started on the whiteboard in your office. The discussions we had that fateful day helped me to understand the power of multimodality in the writing classroom. I thank you for guiding me throughout the process. To Kimberly Kaye Spallinger, you offered me the opportunity to work with you at the ESOL office of the department of English. You gave me the opportunity to teach ESOL classes and that experience shaped my understanding to know who I am. You nurtured and shared with me valuable materials that brought meaning to my writing, thank you. vi To Dr. Farida A Selim, thank you for serving on my committee. You gave me your time; you encouraged me, and above all, you responded anytime I needed your assistance, I thank you. Finally, to Amy Cook, for mentoring, and taking part in the study with your rich experience in the class we both taught, I thank you. vii TABLE OF CONTENTS Page CHAPTER ONE: EXPLORING WRITING IN SECOND LANGUAGE SETTINGS ....... 1 Abstract ...................................................................................................................... 1 Introduction ............................................................................................................... 2 Goals .............................................................................................................. 2 Terminology .................................................................................................. 3 Inspiration ...................................................................................................... 3 Literature Review ...................................................................................................... 10 The Daily Routine of Writing in a Second Language Classroom ................. 10 Exit Exams in L2 ........................................................................................... 13 Emphasis on Grammar .................................................................................. 16 Shift Towards Multimodal Composing ......................................................... 16 L2 Writing Scholars on L2 Writing ............................................................... 22 Challenges That Students Face ...................................................................... 25 Effective Strategies for Assessing Multimodal Texts ................................... 28 Integration of Multimodal Composing to Enhance Student Writing ............ 28 Research on Multimodal Composing in L2 Settings ..................................... 36 Conclusion ................................................................................................................. 41 CHAPTER TWO: METHODOLOGICAL APPROACH ..................................................... 42 Introduction ............................................................................................................... 42 Methodological Approach ......................................................................................... 45 Storytelling/Narrative .................................................................................... 45 viii Methods ..................................................................................................................... 56 Research Questions ....................................................................................... 56 Participants .................................................................................................... 58 Data Collection .......................................................................................................... 59 Survey ........................................................................................................... 59 Interview ........................................................................................................ 59 Recording Device .......................................................................................... 60 Recruitment ................................................................................................... 60 Coding ........................................................................................................... 61 Conclusion ................................................................................................................. 61 CHAPTER THREE: SURVEY ANALYSIS-PERCEPTION OF STUDENT USE OF MULTIMODAL COMPOSING .......................................................................................... 62 Results ....................................................................................................................... 62 Survey Questions ....................................................................................................... 62 Discussion .................................................................................................................. 71 Conclusion ................................................................................................................. 82 CHAPTER FOUR: INTERVIEW ANALYSIS-PERCEPTION OF STUDENT USE OF MULTIMODAL COMPOSING ........................................................................................... 83 Results/Discussion ..................................................................................................... 83 Behind the Scene Incident Leading to the Study ........................................... 83 Follow-Up Conversation and Student Participation in GSW Showcase Event .............................................................................................................. 84 ix Results ....................................................................................................................... 85 Discussion .................................................................................................................. 92 Conclusion ................................................................................................................. 106 CHAPTER FIVE: PERSONAL BIASES, IMPLICATION FOR SCHOLARSHIP