Chenkai Chi, Terry Sefton

University of Windsor, Canada; https://orcid.org/0000-0002-4331-3600, https://orcid.org/0000-0001-5759-889X

DOI: https://doi.org/10.36534/erlj.2020.02.11

Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal.     Volume 2020-2(4).  (Re-)Shaping One’s Identity with Language, pp. 100-114

                                                           

Abstract                     

This paper reviews the larger context of English language learning and multimodality and attempts to shed light on how multimodal texts impact adult English language learners’ social practice of second language learning and their identities. The theories of multimodality and identity texts shape this study. The data in this case study were collected through participant observation, interview, and artefact elicitation. The results show that multimodal text creation could help adult English language learners transform the learning model from competition to cooperation, from operational aspects to social aspects, and from monolingual to multimodal, as they invest their identities in the creation of these texts. Some implications and recommendations for English language teaching instructors and researchers are provided.

Keywords: multimodal texts, international education, English language learning, language and identity, artefact elicitation

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