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Title: Digital multimodal composing as authentic assessment in discipline-specific English courses: Insights from ESP learners
Authors: Kohnke, L 
Jarvis, Andrew 
Ting, Adrian 
Issue Date: Sep-2021
Source: TESOL journal, Sept. 2021, v. 12, no. 3, e600
Abstract: In recent years, the advent of educational technology has made digital multimodal composing (DMMC) increasingly common among tertiary students. The current small-scale study explored the perceptions of DMMC of 12 undergraduate students enrolled in a discipline-specific English course at an English-medium university in Hong Kong. In particular, the study focussed on the use of infographics as a digital reflective assessment to communicate the students’ learning process. Using semistructured interviews to explore students’ perceptions, the study found the infographics motivating and helpful in enabling them to feel more confident while communicating with peers and clients in their fields. Participants also indicated that infographics empowered them to demonstrate their discipline-specific language skills and facilitated communication of their learning processes. This study highlights pedagogical directions for future discipline-specific courses to move with the advancement of technology and incorporate DMMC to prepare students for their professions.
Publisher: Wiley-Blackwell Publishing, Inc.
Journal: TESOL journal 
ISSN: 1056-7941
EISSN: 1949-3533
DOI: 10.1002/tesj.600
Rights: © 2021 TESOL International Association
This is the peer reviewed version of the following article: Kohnke, L, Jarvis, A, Ting, A. Digital multimodal composing as authentic assessment in discipline-specific English courses: Insights from ESP learners. TESOL J. 2021; 12:e600, which has been published in final form at https://doi.org/10.1002/tesj.600. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
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