This book presents a comprehensive approach to issues related to researching and teaching second language (L2) writing in digital environments. In the digital age, new technologies have revolutionized the ways we communicate and construct knowledge, and have also reshaped the traditional notions of writing and literacy, posing new challenges and opportunities for L2 teachers and students. This book provides up-to-date coverage of the main areas of L2 writing and technology, including digital multimodal composing, computer-mediated collaborative writing, online teacher and peer feedback, automated writing evaluation, and corpus-based writing instruction. It synthesizes the relevant literature, analyzes theoretical perspectives, compiles relevant resources, and offers research and pedagogical recommendations to guide scholars in undertaking new L2 writing research and instructional practice in technologically-supported educational contexts. This book will be of relevance and interest to researchers, language teachers, and graduate students in applied linguistics and education.
Section I: Understanding writing in the digital age.
Chapter 1:
Background and Aims of the Book.- Chapter 2: Theoretical
Perspectives.- Chapter 3: Organization of the Book.- Section II: Significant
Areas.- Chapter 4: Computer-Mediated Teacher feedback.- Chapter 5:
Computer-Mediated Peer response.- Chapter 6: Automated writing
evaluation.- Chapter 7: Computer-Based Collaborative writing.- Chapter 8:
Digital Multimodal writing.- Chapter 9: Genre and corpus analysis.- Section
III: Research Design and New Research Agenda.- Chapter 10: Research
approaches.- Chapter 11: New Research Agenda.- Section IV: Key Resources and
Conclusion.- Chapter 12: Books, Journals, and Websites.- Chapter 13:
Conclusion.
Mimi Li is Assistant Professor of Applied Linguistics at Texas A&M University - Commerce, USA. Her research areas are second language writing and computer assisted language learning. She has published work on computer-based collaborative writing, computer-mediated teacher/peer feedback, and digital multimodal composing. She serves on the editorial boards of multiple international peer-refereed journals.
