![]() Hulstijn, J.H.: Retention of given and inferred word meanings: experiments in incidental vocabulary learning. Huckin, T., Coady, J.: Incidental vocabulary acquisition in a second language: a review. Hong, L., Qinxiang, T.: Study of second language vocabulary incidental acquisition. Hill, R., He, X.: The role of modified input and output in the incidental acquisition of word meanings. Hill, M., Laufer, B.: Type of task, time-on-task and electronic dictionaries in incidental vocabulary acquisition. Hao, B., Jingjing, H.: The application of WeChat public platform in the field of college education. 21(1), 9–28 (2008)Įdwards-Groves, C.J.: The multimodal writing process: changing practices in contemporary classrooms. 9, 185–194 (2017)ĭucate, L.C., Lomicka, L.L.: Adventures in the blogosphere: from blog readers to blog writers. ĭesselle, S.P.: The use of Twitter to facilitate engagement and reflection in a constructionist learning environment. 34(3), 141–143 (2015)Ĭhawinga, W.D.: Taking social media to a university classroom: teaching and learning using Twitter and blogs. 11(2), 128–141 (2007)Ĭhangcheng, L.: Empirical study of using QQ platform to improve students’ foreign language export ability. 24(4), 102–104 (2010)īloch, J.: Abdullah’s blogging: a generation 1.5 student enters the blogosphere. īiqing, L.: Exploration on the English writing training mode based on QQ network platform. 17, 79–95 (2017)īingyan, Z., Shixiang, L.: Design and construction of higher vocational English teaching mode assisted by WeChat platform. KeywordsĪkdag, E., Özkan, Y.: Enhancing writing skills of EFL learners through blogging. ![]() Most learners viewed multimodal writing as an enjoyable and effective way to improve their vocabulary acquisition. The questionnaires and interviews about learners’ perceptions and attitudes towards Official Account tweet-based writing were conducted among 35 learners in EG. However, comparing traditional writing and multimodal writing, there was no significant difference. After seven-week experiment, for the EG, positive improvements had been observed in vocabulary acquisition especially in vocabulary use. 70 students were recruited, including 35 in experimental group (EG) and 35 in control group (CG). Based on the theory of Multiliteracy and use of technology, this study aims to explore the effect of multimodal writing on EFL (English as a foreign language) learners’ vocabulary acquisition. Multimodal writing has a positive impact on students’ writing competence, cooperation ability and learning motivation.
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