The EFL-YouTube remix: Empowering multimodal and computational literacies for EFL purposes.
Because innovations in media technologies affect all aspects of our daily lives, multimodal and computational literacies are becoming increasingly important as a way to empower English as a Foreign Language (EFL) learners in their second language practices. Content-sharing platforms, such as YouTube...
| Publicado en: | Journal of Visual Literacy Vol. 39; no. 3/4; pp. 149 - 167 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Sep-Dec2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=148515832&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 148515832 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1051144X H13 jtl: Journal of Visual Literacy issn: 1051144X maglogo: N pubinfo: dt: Sep-Dec2020 vid: 39 iid: 3/4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 148515832 10.1080/1051144X.2020.1826220 ppf: 149 ppct: 18 formats: tig: atl: The EFL-YouTube remix: Empowering multimodal and computational literacies for EFL purposes. aug: au: Eisenlauer, Volker affil: Faculty of Human Science, Media Education Laboratory, Bundeswehr University Munich, Munich, Germany su: English as a foreign language Literacy Application software Foreign language education Software as a service Numeracy sug: subj: English as a foreign language Literacy Application software Foreign language education Software as a service Numeracy keyword: computational literacies lexical learning Multimodal literacies YouTube ab: Because innovations in media technologies affect all aspects of our daily lives, multimodal and computational literacies are becoming increasingly important as a way to empower English as a Foreign Language (EFL) learners in their second language practices. Content-sharing platforms, such as YouTube, provide instant access to authentic language environments in a wide variety of contexts. While many learners operate emergent software services intuitively and with great ease, their potential benefits for language learning remain widely unexplored. This paper examines multimodal and computational meaning-making practices in EFL contexts from a theoretical and empirical perspective. More specifically, it focuses on how competencies in multimodal meaning-making and software programming can be combined with the lexical approach to language learning when repurposing YouTube videos to teach English idioms and phrases. Based on a prototype language learning website designed and implemented by students at the University of Klagenfurt and improved by students from Bundeswehr University Munich, the paper identifies fundamental literacy skills required for a critical and self-determined application of software services in English language classrooms in terms of four emergent digital meaning-making practices: multilinear choices, multimodal meaning-making, data curation and procedural reasoning. The prototype language learning website that evolved as part of this project can be accessed at . pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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