In-school and out-of-school multimodal writing as an L2 writing resource for beginner learners of Dutch

•Collaborative Multimodal Writing resulted in L2 academic writing development.•Learners gained in content, communicative success, syntax, vocabulary, text length.•No accuracy effects were found.•Different contexts (in-school and out-of-school settings) did not produce differential gains. This study...

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Veröffentlicht in:	Journal of second language writing Jg. 36; S. 23 - 36
Hauptverfasser:	Vandommele, Goedele, Van den Branden, Kris, Van Gorp, Koen, De Maeyer, Sven
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Elsevier Inc 01.06.2017
Schlagworte:	Language learners Language learning out-of-school Multimodal composition Settings Task-based language learning Writing development of beginners Writing development of beginners Language learners Task-based language learning Multimodal composition Language learning out-of-school Settings
ISSN:	1060-3743, 1873-1422
Online-Zugang:	Volltext
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