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Facilitating revision in the English as a second language ESL composition classroom through computer-based multimodal composing activities: A case study of composing practices of ESL students. Literature on second language L2 writing indicates that, on their own, L2 writers are not able to notice problems with the linguistic and rhetorical features of their drafts and do successful self-revision; and that there is the need to facilitate self-revision in the L2 writing classroom. In view of this need, this dissertation explored the potential of computer-based multimodal composing activities CBMCA to help L2 writers' do self-revision in academic writing. Data include surveys, students' revision history, posters, listening activity, integration of visual and written texts, reflections, stimulated recall interviews, final written drafts, and scores on those drafts. The findings indicate that the CBMCA helped students discover specific information, rhetorical and linguistic elements, and organizational structure that they used to revise their written draft. In addition, students perceived the CBMCA as useful for self-revision and reported that the activities helped them develop "language" and the "voice" to convey ideas that they were struggling to express using the written mode alone. Further, the findings show that, contrary to findings in most previous research, the students did more content-level revisions than surface level revisions.
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Rurik Tywoniw Follow. Part of the reason for this gap in the current state of knowledge comes from how existing models of second language reading neglect higher-order reading skills. Many reading assessments overly target language proficiency skills and assume the transfer of first language literacy skills, leaving unexamined the higher-order skills of language learners who become skilled academic readers in their second or additional language. This study seeks to address the dearth of research on higher-order reading skills in advanced second language reading comprehension by examining the activation of these skills in realistic L2 reading comprehension tasks.
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