Digital multimodal composing (DMC) has been valued as an engaging pedagogy in language teaching and learning in recent decades. Although research on DMC is flourishing and evidences its benefits for students' development as second language (L2) users and writers, there are some missing links between research findings and classroom practices. In this article, we examine three kinds of relationships between research and practice with regard to DMC: areas in which research findings have not been well applied, areas in which research findings have been reasonably well applied, and areas in which research findings have been usefully applied. As recent research–practice frameworks in education research emphasize a collaborative relationship between researchers and practitioners, we argue that L2 writing researchers' and teacher educators' reflections and experiences are crucial to facilitate the dialogue between DMC research and practice in writing contexts. We suggest that DMC should be incorporated into L2 teacher education programs so that instructors are equipped with the necessary knowledge and competence to design, implement, and assess students' DMC productions.

中文翻译：

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实践研究：第二语言写作中的数字多模态作文


近几十年来，数字多模态作曲 （DMC） 一直被视为语言教学中一种引人入胜的教学法。尽管对 DMC 的研究正在蓬勃发展，并证明了它对学生作为第二语言 （L2） 用户和作家的发展有益，但研究结果和课堂实践之间存在一些缺失的联系。在本文中，我们研究了 DMC 的研究与实践之间的三种关系：研究结果未得到良好应用的领域、研究结果得到合理良好应用的领域以及研究结果得到有效应用的领域。由于最近教育研究中的研究-实践框架强调研究人员和实践者之间的合作关系，我们认为 L2 写作研究人员和教师教育者的反思和经验对于促进 DMC 研究和写作环境中实践之间的对话至关重要。我们建议将 DMC 纳入 L2 教师教育计划，以便教师具备设计、实施和评估学生 DMC 作品所需的知识和能力。