Trang Nguyen Thi Thuy
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Presentation Learners’ engagement with the affordances of dialogic multimodal feedback for university students' L2 academic writing: An embedded single case study in the Vietnamese context more
Given the potentials of dialogic multimodal feedback (DMF) for L2 writing and the lack of research about students’ engagement with DMF, this study was conducted under the lens of Affordance Theory to explore how university students engage with the affordances (learning possibilities) of DMF for their L2 academic writing and the factors influencing their engagement with DMF (screencast feedback with dialogic features such as commenting or reacting). This case study took place in a class of 31 students studying an EMI course involving students’ L2 writing activities at a Vietnamese university. Three major data collection instruments included a student questionnaire, student in-depth interviews, and interaction logs with DMF. Findings reveal that students actively engaged with various affordances of DMF behaviorally, cognitively, agentively, and emotionally in different ways, such as rewatching, adjusting speed, and proactively interacting with DMF by asking questions. Emotional engagement is both a prominent form of engagement and a mediating factor, interacting with other engagement dimensions. Interestingly, though most students showed active perceived engagement with DMF, the interaction logs revealed certain dissimilarities in students’ actual engagement with DMF. Finally, cultural factors and learner differences are two potential factors influencing students’ engagement with DMF, especially in Vietnamese collectivist culture.
Presentation Moving towards pedagogy of care: A case study of Vietnamese university students' emotional engagement with interactive video feedback for L2 academic writing more
Since teaching is an emotional labor, understanding the affective dimension of student engagement with digital feedback is essential. Following the pedagogy of care, this study investigated students’ emotional engagement with interactive video feedback (IV-feedback) for L2 academic writing (screencast feedback allowing students to directly interact with the videos via commenting or reacting features). This case study was conducted in an EMI class of 31 students learning an EMI course involving L2 academic writing activities at a Vietnamese university. Three main data collection instruments included a students’ questionnaire, students’ in-depth interviews, and teaching journals. The findings show that IV-feedback allows learners and lecturers to embrace the pedagogy of care in a culturally responsive way. Most students expressed more positive emotions with IV-feedback than text feedback (mostly thanks to exposure to teacher tone, voice, and social presence). Notably, students felt safer and more willing to interact with IV-feedback than face-to-face feedback, as IV-feedback creates a safer dialogic space to raise questions, especially in Vietnamese collectivist and face-saving culture. These positive emotions are perceived as motivation to revise their writing, potentially leading to improved L2 writing skills. However, some students also expressed certain negative emotions, suggesting the need for careful implementation of IV-feedback.