While writing involves interactions between writers and readers as each considers the other in creating and interpreting texts, research interest in written interaction is a fairly recent development. This paper uses a bibliometric analysis to trace the growing interest in written interaction over the past 30 years from its origins in philosophy,…

Public Internet Data Mining methods enable studying educational institutions' public-facing communication. Multiple online data sources can illuminate differences in how different audiences are addressed online, opening the door for critical inquiry into emerging issues of representation and targeted advertising. The present study presents a case…

The translation of political discourse differs from the translation of texts in non-political contexts in which political discourse is highly profiled in terms of political sensitivity and policy orientation. It may potentially influence global peace and security. Understanding the features of translating China's political discourse from Chinese…

First-year composition courses must balance a range of writing instruction priorities including genre and audience awareness with language instruction, particularly for second-language writers. Despite the attested efficacy of "dynamic" written corrective feedback for language gains in intensive English programs, little research has…

This study investigated the use and functions of metadiscourse markers in English as a foreign language (EFL) virtual classroom during the Covid-19 pandemic. The study examined which metadiscourse markers--interactive or interactional--were used more frequently and how they were employed in an EFL context. It explored two interactive metadiscourse…

While research on digital multimodal composing (DMC) has been skewed towards the instructional design and affordances of DMC for L2 learners, there is a wider need to develop conceptual models of L2 DMC competence, with which L2 learners can successfully design DMC works and respond to the multimodal reading and writing demands of the digital era.…

In recent years, research in multimodality has established the benefits of using multiple semiotic modes like image, sound, and text in digital second language (L2) communication. However, researchers have yet to investigate how L2 learners make meaning through embodied modes--or gestures and facial expressions. Grounded in the social semiotic…

The employment of genre-based pedagogy and Task-Based Language Teaching in second language education is representative of a paradigmatic shift towards a focus on meaning-making. Despite this shift, second language acquisition (SLA) research continues to predominantly rely on complexity, accuracy, and fluency metrics to assess learner production…

Although audience plays an important role in all models of writing, there has been little research on how second language (L2) writers conceptualize and address their audience during the writing process. This study starts to address this research gap by examining when and how L2 learners consider their audience while writing in L2, as well as the…

This review surveys and synthesizes the findings of 87 focal pieces, published primarily since 2009 and mid 2018, on the formal and informal use of social media--blogs, wikis, and social networking--for second and foreign language teaching and learning (L2TL), including studies on the use of educational sites like Livemocha and Busuu and…

One recent development in writing pedagogy is the use of Web 2.0 technologies such as Facebook. Although there have been a lot of studies on Facebook use in writing classrooms, very few studies have explored it as an e-portfolio platform. Thus, this quasi-experimental study attempted to investigate the effects of Facebook-based e-portfolio on L2…

This paper aims to review the role of recipient design in interaction (speaking and writing) in second language classrooms and how the review can be used to offer some practical applications in second language classrooms will be discussed. Context and language are in a reflexive relation in communication (Vaez-Dalili, Morsagh, & Shirzade,…

Teaching digital literacies as social practices is challenging for many English as an Additional Language (EAL) practitioners. There is not much research that offers effective approaches and specific examples. Drawing on the '3D' model (Green [2002]. "A Literacy Project of Our Own." "English in Australia" 134: 25-32), this…

The practice of translanguaging offers emergent bilinguals the opportunity to access their full linguistic repertoire. This qualitative study uses the lenses of dynamic bilingualism and idiolect, or one's own unique language patterns, to explore emergent bilinguals' translanguaging and reading comprehension strategies during a reading think-aloud,…

This article reviews 26 empirical studies on digital multimodal composing (DMC) published in well-established journals between 2010 and 2020. It provides a holistic overview of these studies in terms of context and participants, multimodal tasks, technology, and research data. Research strands and themes are also identified. This review shows that…